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Murrays Bay Intermediate PLD - Visible Learning
The document presents insights from Stephen Kendall-Jones on 'Visible Learning,' emphasizing effective teaching and learning strategies that significantly impact student outcomes. It synthesizes research findings, highlighting key elements such as self-reported grades, formative evaluations, and teacher-student relationships as vital contributors to educational success. The presentation stresses the importance of feedback and understanding the learning process from the student's perspective.
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Murrays Bay Intermediate PLD - Visible Learning
- 1. Visible Learning Stephen Kendall-Jones Presentedto Murrays Bay Intermediate School, 11th June, 2013 11/06/13 Stephen Kendall-Jones 1
- 2. The right conditions… 11/06/13Stephen Kendall-Jones 2
- 3. Learning Intentions • Understandthe teaching and learning actions that have the greatest impact on student outcomes 11/06/13 Stephen Kendall-Jones 3
- 4. Success Criteria • Weare successful when (WASW) we are able to Assess the key messages from Visible Learning 11/06/13 Stephen Kendall-Jones 4
- 5. Why Visible Learning? Whatis Visible Learning? Why pay it any attention? 11/06/13 Stephen Kendall-Jones 5
- 6. Nuthall 2005 research •40% of what occurs among students is missed by teachers. • 40% of what teachers intend students to learn they already know! • Teachers assumed that teaching was going well from signs that students were actively engaged with learning activities • Too often, the “criteria for successful learning are the same criteria for successful classroom management” • 80% of feedback is given by other people than the teacher • 80% of that is incorrect 11/06/13 Stephen Kendall-Jones 6
- 7. So, if thereare things we can do better…What works best? 11/06/13 Stephen Kendall-Jones 7
- 8. We explored whatworks the best Hattie’s research 1000+ meta-analyses 50,000+ studies 240+ million students 11/06/13 Stephen Kendall-Jones 8
- 9. The distribution ofeffects 11/06/13 Stephen Kendall-Jones 9
- 10. Decreased EnhancedZero Effect onachievement over time Typical effect size 0.400 1.000.20
- 11.
- 12. Please rank these14 effects in order of importance to student achievement… • Acceleration • Feedback • Student –teacher relationships • Teaching study skills • Reading recovery • Self-reported grades • Formative evaluation of teachers • Cooperative Learning • Homework • Individualised instruction • Ability grouping • Open vs. traditional spaces • Mobility (shifting schools) • Retention (hold back a year) 11/06/13 Stephen Kendall-Jones 12
- 13. The correct orderis…. 1. Self-reported grades 2. Formative evaluation of teachers 3. Acceleration 4. Feedback 5. Student – teacher relationships 6. Teaching study skills 7. Reading recovery 8. Cooperative Learning 9. Homework 10.Individualised instruction 11.Ability grouping 12.Open vs. traditional spaces 13.Retention (hold back a year) 14.Mobility (shifting schools) 11/06/13 Stephen Kendall-Jones 13
- 14. The ES forthe previous factors are… • Self-reported grades 1.44 • Formative evaluation of teachers 0.90 • Acceleration 0.88 • Feedback 0.73 • Student – teacher relationships 0.72 • Teaching study skills 0.59 • Reading recovery 0.50 • Cooperative Learning 0.41 • Homework 0.29 • Individualised instruction 0.22 • Ability grouping 0.12 • Open vs. traditional spaces 0.01 • Retention (hold back a year) -0.16 • Mobility (shifting schools) - 0.34 11/06/13 Stephen Kendall-Jones 14
- 15. Some of theDisasters ... Rank Influence Studies Effects ES 120 Mentoring 74 74 .15 121 Teacher education 85 391 .12 122 Ability grouping 500 1369 .12 123 Gender 2926 6051 .12 124 Diet 23 125 .12 125 Teacher subject matter knowledge 92 424 .09 126 Distance Education 839 1643 .09 127 Out of school curricula experiences 52 50 .09 128 Perceptual-Motor programs 180 637 .08 129 Whole language 64 197 .06 11/06/13 Stephen Kendall-Jones 15
- 16. Not Worth ityet ... Rank Influence Studies Effects ES 100 Finances 189 681 .23 101 Illness 13 13 .23 101 Religious Schools 71 71 .23 103 Individualized instruction 638 1185 .22 104 Visual/Audio-visual methods 359 231 .22 105 Comprehensive Teaching Reforms 282 1818 .22 106 Class size 96 785 .21 107 Charter Schools 18 18 .20 108 Aptitude/treatment interactions 61 340 .19 109 Personality 234 1481 .19 11/06/13 Stephen Kendall-Jones 16
- 17. Closer to Average… Rank Influence Studies Effects ES 70 Time on Task 100 136 .38 71 Computer assisted instruction 4899 8914 .37 72 Adjunct aids 73 258 .37 73 Bilingual Programs 128 727 .37 74 Principals/ School leaders 491 1257 .36 75 Attitude to Mathematics/Science 288 664 .36 76 Exposure to Reading 114 293 .36 77 Drama/Arts Programs 715 728 .35 78 Creativity 21 447 .35 79 Frequent/ Effects of testing 569 1749 .34 Stephen Kendall-Jones
- 18. Average Rank Influence StudiesEffects ES 50 School effects 168 168 .48 51 Motivation 327 979 .48 52 Early Intervention 1704 9369 .47 53 Questioning 211 271 .46 54 Pre school programs 358 1822 .45 55 Quality of Teaching 141 195 .44 56 Writing Programs 262 341 .44 57 Expectations 674 784 .43 58 School size 21 120 .43 59 Self-concept 324 2113 .43 11/06/13 Stephen Kendall-Jones 18
- 19. Among the Winners... Rank Influence Studies Effects ES 20 Problem solving teaching 221 719 .61 21 Labeling students 79 79 .61 22 Teaching strategies 5667 13572 .60 23 Cooperative vs. individualistic learning 774 284 .59 24 Study skills 668 2217 .59 25 Direct Instruction 304 597 .59 26 Tactile stimulation programs 19 103 .58 27 Phonics instruction 447 5990 .58 28 Comprehension programs 415 2653 .58 29 Mastery learning 377 296 .58 11/06/13 Stephen Kendall-Jones 19
- 20. The Winners ... RankInfluence Studies Effects ES 11 Teacher-Student relationships 229 1450 .72 12 Spaced vs. Mass Practice 63 112 .71 13 Meta-cognitive strategies 63 143 .69 14 Prior achievement 3607 9209 .67 15 Vocabulary programs 301 800 .67 16 Repeated Reading programs 54 156 .67 17 Creativity Programs 685 837 .65 18 Self-verbalization & Self-questioning 113 1150 .64 19 Professional development 537 1884 .62 11/06/13 Stephen Kendall-Jones 20
- 21. The Winners ... RankInfluence Studies Effects ES 1 Self-reported grades 209 305 1.44 2 Piagetian programs 51 65 1.28 3 Providing formative evaluation 30 78 .90 4 Micro teaching 402 439 .88 5 Acceleration 37 24 .88 6 Classroom behavioral 160 942 .80 7 Comprehensive interventions for learning disabled students 343 2654 .77 8 Teacher clarity 0 0 .75 9 Reciprocal teaching 38 53 .74 10 Feedback 1287 2050 .73 11/06/13 Stephen Kendall-Jones 21
- 22. How are decisionsmade? 11/06/13 Stephen Kendall-Jones 22
- 23. Visible Learning’s KEYMessage 11/06/13 Stephen Kendall-Jones 23
- 24. Rank Influence StudiesEffects Effect sizes 6 Micro-teaching 402 439 0.81 5 Providing formative evaluation 30 78 0.90 1 Assessment-capable learners 209 305 1.44 11/06/13 Stephen Kendall-Jones 24
- 25. Tests are feedbackto the teacher Have my teaching methods been successful or not? Have my learning intentions been worthwhile or challenging? Have my students attained the success criteria? What have my students learnt or not learnt? Where can I capitalise on strengths and minimise gaps? Where are my students on the learning ladder? Do we have a shared idea of progress? What is the best thing to teach next?
- 26. Feedback is evidenceabout Where am I going? How am I going? Where to next? 11/06/13 Stephen Kendall-Jones 26
- 27. don’t blame thekids get feedback about yourself set the challenge Assessment is feedback to you about you it’sabout everyone being ableto make mistakes it’s about dialog not monolog mindframes you are a change agent leaders are evaluators 11/06/13 Stephen Kendall-Jones 27
- 28. Teachers • Clear learningintentions • Challenging success criteria • Range of learning strategies • Know when students are not progressing • Providing feedback • Visibly learns themselves 11/06/13 Stephen Kendall-Jones 28
- 29. Students … • Understandlearning intentions • Are challenged by success criteria • Develop a range of learning strategies • Know when they are not progressing • Seek feedback • Visibly teach themselves 11/06/13 Stephen Kendall-Jones 29
- 30. The Contrast • Anactive teacher, passionate for their subject and for learning, a change agent OR • A facilitative, inquiry or discovery based provider of engaging activities 11/06/13 Stephen Kendall-Jones 30
- 31. Activator or Facilitator? An Activator A Facilitator Reciprocal teaching Simulations and gaming Feedback Inquiry based teaching Teaching studen ts self -verbali zation Smaller class sizes Meta-cognition strategies Individualized instruction Direct Instruction Problem -based learn ing Mastery learning Differe nt teaching for boys & girls Goals - challengin g Web-based learning Frequent/ Effects of testing Whole Language Reading Behaviora l organiz ers Inductive teachin g 11/06/13 Stephen Kendall-Jones 31
- 32. Activator or Facilitator? An Activator ES A Facilitator ES Reciprocal teaching .74 Simulations and gaming .32 Feedback .72 Inquiry based teaching .31 Teaching students self-verbalization .67 Smaller class sizes .21 Meta-cognition strategies .67 Individualized instruction .20 Direct Instruction .59 Problem-based learning .15 Mastery learning .57 Different teaching for boys & girls .12 Goals - challenging .56 Web-based learning .09 Frequent/ Effects of testing .46 Whole Language Reading .06 Behavioral organizers .41 Inductive teaching .06 ACTIVATOR .60 FACILITATOR .17 11/06/13 Stephen Kendall-Jones 32
- 33. Graham Nuthall’s messages StephenKendall-Jones • The world of learning and classrooms from the student’s personal viewpoint is so often unknown to the teacher • Hence reinforcing the major claim about how teachers need to spend more time and energy understanding learning through the eyes of students. 11/06/13 33
- 34. Classroom observation • Developingrich Reports about classroom interactions o Who talks to whom, for how long, about what o What is the nature and impact of peer interactions o What is the discussions/dialogue that lead to learning o How do students relate to the teacher during the class session o What are the nature of relationships between peers, and student and teacher o What is going on in the classroom • And how does this relate to learning 11/06/13 Stephen Kendall-Jones 34
- 35. Slide credit -James Nottingham Thank You! Any Questions?
Editor's Notes
- #2 Welcome.
- #3 Does anyone recognise this place? We have someone who has been there. The name should have been a clue not to go but this is death valley!Death Valley is the hottest place in America. It is a desert. 2004 rain. 2005 flowers.It was not dead. Waiting for the right conditions. Teaching is the ability to create the right conditions for our children to bloom.
- #4 This is the overview of the what we are trying to achieve by using visible Learning as our self review tool for teaching and learning.
- #6 Attention – Hargreaves and Fullan talk about initiative-it is. Teachers are offered programmes for change or improvement all the time. Why is VL worth looking at?
- #8 What works? 95% of everything we do in classrooms works. All it takes is a beating heart …But what works best? This leads into the Visible Learning research and Hattie’s point for conducting the research – what actually does work best?
- #9 The evidence was collected from existing meta-analyses – the actual research that is the basis of the meta-analyses included published material and quality assured research papers and student projects (e.g. unpublished PhDs theses). In statistics, a meta –analyses combines the results of several studies that address a set of related research. The results are often combined as an effect size. Meta-analyses are often important components of a systematic review procedure. John Hattie took this a step further and his research is a meta-analyses of meta-analyses.
- #10 Findings from Hattie‟s synthesis of 1000+ meta-analyses - 95% of all factors within the meta-studies show a positive effect on achievement.When we say “we‟re doing something because it works” then this is almost a trivial claim. Children make progress without us!The hinge point is normally chosen as 0 but all teaching interventions make a difference.Anyone with a pulse can make a difference!The measure of mean effect size is at 0.40.Therefore, 0.40 is the hinge point for desired effects on student achievement
- #11 Following John Hattie’s research on effect size, if one of the effects has an effect size over 0.40 then it is really having an influence on student achievement. We know that most of what we do has an impact, but as Professor Hattie asks, what works best?effect size can be used across the school, within teaching areas, across year levels and for individual students to show progress. An effect size can be created for many different assessments and tests.The creation of the effect size is only one aspect though; the more important task is to ask the questions about what the data is telling us.
- #12 This is a view of the effect size chart – what happens in the blue area that we could have some control over in our schools/classrooms? Look at the ‘typical teacher effects’ and challenge people to think about what effect sizes they think they are making in the classroom.
- #13 We now take some school systems/innovations/general practices and consider which ones have the biggest effects on student achievement.Activity What effect do you think the processes/systems/strategies/events on this slide have on student achievement – list them from the ones that have the greatest effect to the ones that have the least effect
- #15 Look at the ranking you gave to each of these items – now look at the effect sizes.Activity - What information does this gives us that our earlier ranking of the effect sizes didn’t tell us? Is there anything here that you find surprising?
- #23 The big picture is that Visible Learning schools do not live by hope – they know what they are doing, where they are going and how they are going to get there!
- #25 These are three of the top 10 effect sizes and these have been selected as they are most applicable to teacher decision making. You are able to assist students in having high expectations and challenge, give them on-going formative information on how they are doing and reflect with others on your teaching. Student expectationsStudents who are able to articulate what their learning outcomes/test results might be (when they can self-report their grades) are more likely to be successful than other learners. The key premise is that students know their learning so well they will be able to do this. These students will be engaged with their learning and be active participants in their learning. This links to the idea of building students who are assessment capable. They can answer the questions: Where am I going? How am I going? and where to next?From Visible Learning for Teachers (2012):There are at least two groups that are not as good at predicting their performance and who do not always predict in the right direction - Minority students and lower achieving students. These students are less accurate in their self-estimates or self-understanding of their achievement. They tend to under-estimate their achievement, and over time they come to believe their lower estimates and lose confidence to take on more challenging tasks. There have been many studies trying to improve the calibration and to entice students to have higher confidence or efficacy to take on challenging tasks. Changing their predictions of their performance has proved to be very difficult, often because this lower confidence and learned helplessness has developed and been reinforced over a long time. As they move into adolescence, these students often consider another alternative—opting out of the place called school.
- #26 Are these questions that we ask ourselves regularly regarding our students results? Does their progress inform our next steps in teaching?
- #27 In the Visible Learning program you will hear a lot about feedback and its importance. The key to effective feedback is that it is given in relation to the stated learning intention. It can only be effective if the person receiving the feedback knows where they were meant to be going/what they were meant to achieve.Where am I going?So this is where you were meant to get to.How am I going?This is where you are atWhere to next?This is your next learning stepThe purpose of feedback is close the gap between where you are meant to be and where you currently are (in your learning).
- #28 John Hattie¹ outlines a series of mindframes that are pertinent when we think about Visible Learning schools.These mindframes give you a framework for how you approach teaching and learning with a Visible Learning, visible teaching mindframe.