Visible Learning An overview of Hattie’s meta-analysis relating to influences on achievement.
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Transcript of Visible Learning An overview of Hattie’s meta-analysis relating to influences on achievement.
Rank these influences
Class size
School size
Home environment
Providing formative evaluation
Phonics instruction
Quality teaching
Rank these influences
Providing formative evaluation
Phonics instruction
Home environment
Quality teaching
School size
Class size
0.90
0.60
0.57
0.44
0.43
0.21
Measure of influence
Over 800 meta-analyses – over 50,000 studies
Only included studies using basic statistics
Effect sizes used to provide a single comparative scale
The higher the effect size, the greater the level of influence
What makes the least difference?
Rank Domain Influence ES
112 TCHG Web based learning .18
113 H Family structure .17
121 SCH Ability grouping .12
122 ST Gender .12
123 ST Diet .12
128 C Perceptual-Motor programs .08
129 C Whole language .06
131 SCH Multi-grade/age classes .04
132 TCHG Student control over learning (making choices)
.04
136 SCH Retention (keeping students back) -.16
A little influence…
Rank Domain Influence ES
100 TCHG Individualized instruction .23
101 SCH Religious Schools .23
102 ST Lack of Illness .23
105 TCHG Comprehensive Teaching Reforms .22
106 SCH Class size .21
What the “average teacher” might achieve…
Rank Domain Influence ES
80 SCH Decreasing disruptive behavior .34
81 ST Drugs .33
84 ST Positive view of own Ethnicity .32
86 TCHG Inquiry based teaching .31
87 SCH Ability grouping for gifted students .30
88 TCHG Homework .29
90 ST Exercise/Relaxation programs .28
92 SCH Mainstreaming .28
“Average” effect…
Rank Domain Influence ES
61 TCHG Behavioral organizers/Adjunct questions .41
63 TCHG Cooperative learning .41
64 C Science .40
65 C Social skills programs .40
67 C Integrated Curricula Programs .39
70 TCHG Time on Task .38
71 TC HG Computer assisted instruction .37
74 SCH Principals/ School leaders .36
75 ST Attitude to Mathematics/Science .36
76 C Exposure to Reading .36
What makes the biggest difference?
Rank Domain Influence ES
41 SCH Peer influences .53
42 SCH Classroom management .52
45 H Parental Involvement .51
47 C Second/Third chance programs .50
48 SCH Small group learning .49
49 ST Concentration/Persistence/ Engagement .48
53 TCHG Questioning .46
55 ST Pre school programs .45
56 TCHR Quality of Teaching .44
57 C Writing Programs .44
58 TCHR Expectations .43
59 SCH School size (secondary 600 – 900) .43
More of the best…
Rank Domain Influence ES
25 TCHG Study skills .59
28 C Comprehension programs .58
30 TCHG Worked examples .57
31 H Home environment .57
32 H Socioeconomic status .57
34 TCHG Challenging Goals .56
35 C Visual-Perception programs .55
36 TCHG Peer tutoring .55
37 TCHG Cooperative vs. competitive learning .54
39 SCH Classroom cohesion .53
Even better…
Rank Domain Influence ES
11 TCHR Teacher-Student relationships .72
13 TCHG Meta-cognitive strategies .69
14 ST Prior achievement .67
15 C Vocabulary programs .67
16 C Repeated Reading programs .67
18 TCHG Self-verbalization & Self-questioning .64
19 TCHR Professional development .62
20 TCHG Problem solving teaching .61
22 C Phonics instruction .60
23 TCHG Teaching strategies .60
24 TCHG Cooperative vs. individualistic learning
.59
Among the top 10…
Rank Domain Influence ES
1 ST Self-reported grades 1.44
2 ST Piagetian programmes 1.28
3 TCHG Providing formative evaluation .90
5 SCH Acceleration through curriculum levels .88
9 TCHG Reciprocal teaching .74
10 TCHG Feedback .73
Influences and Studies
Metas Studies People Effects ES
Teacher 29 2,052 .5m 5,379 .50
Curricula 142 6,991 7m 29,813 .46
Teaching 357 25,418 52m 53,829 .43
Student 138 10,905 7m 38,091 .40
Home 34 2,124 11m 5.095 .30
School 100 4,144 4m 13,342 .23
Average 800 51,634 83/237m* 145,549 .40
6 Signposts to excellence in educationTeachers among most powerful influences
Need to be directive, influential, caring and actively engaged in passion of T & L
Need to be aware of every student’s thinking and knowing
Need to know learning intentions and success criteria for every lesson, how well these are achieved and what to do next
Need to move from single ideas to multiple ideas and how these relate to student construction of knowledge
Leaders and teachers need to create safe learning environments that are welcoming of errors