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John Hattie

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by Karen Middleton on 4 September 2013

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Transcript of John Hattie

It is the supreme art of the teacher to awaken joy in creative expression and knowledge (Einstein)
Visible Learning
John Hattie

Know thy impact! (Hattie)
Teacher Mindframes

Start
Flow
Feedback
End
Links between Visible Learning 2012 and SJS PYP Self-Study
•Create debates
•Seek evidence
•Self review
•Impact the enhancement of character:
intellectual character, moral character, civic character and performance character (Shields 2011)
•Explicitly make the connections with our Learner Profiles, attitudes and transdisciplinary skills
8
Teacher Mindframes
•I am an evaluator/activator
•I am a change agent
•I am a seeker of feedback
•I use dialogue more than monologue
•I enjoy challenge
•I have high expectations for all
•I welcome error
•I am passionate about and promote
the language of learning
Knowledge which is acquired under compulsion
obtains no hold on the mind -Plato
Start
Invite our students into learning
Food for thought- we often attempt to ‘hook them in’ at the beginning of a session
Dan Willingham (2009) suggest there are more suitable parts of the lesson to provide them with the ‘attention-grabber’. E.g. putting it at the end will help students consolidate what has been learnt.
-Cornelius-White 2007 ‘ what they (the learners) want to learn is worth learning’
-Trust, warmth, empathy, optimism, intentionality, respect
= short-term planning
Learning Intentions and Success Criteria
Co-constructed learning intentions and success criteria (making sure we are not relating criteria simply to completing the activity)
1.Challenge- the art is in making the challenge appropriate for the student.
Positive creation of tension
Encouraging and welcoming error
Help the student see the value of the error to move forward
Shift the focus from self to the task- to the nature of the error and the strategies to USE the error
To succeed in something you thought was difficult is the surest way in which to enhance self-efficacy and self-concept as a learner.
2.Commitment (PYP attitude)- commitment comes second: the attachment or determination to reach a goal
Major source at primary level is peers- through pressure, modelling and competition
Teacher aim: help students to gain the reputation among their peers as a good learner
3.Confidence (PYP attitude)- confidence in oneself to attain the goal is critical
“I think I can I think I can’

Such confidence can lead to resilience- the ability to react to adversity, challenge, tension or failure in an adaptive and productive manner
Make this link explicit when focus of the unit is on ‘perseverance’
4.Student Expectation (Target setting)
Before, during and post task-
metacognitively stop and think
Teacher aim: educating students to have high, challenging and appropriate expectations
5.Conceptual Understanding (Curriculum-POI, UoI)
At least three levels of understanding- surface, deep and conceptual

SOLO- structure of observed learning outcomes
(Biggs and Collis 1982)
-uni/multi-structural (SC e.g. I can name one/or more properties of light and sound)
-relational (SC e.g. I can explain how light/sound is transformed into other types of energy)
-extended abstract (SC e.g. I can discuss how light/sound enables us to communicate)
Student-initiated inquiry
Having too many open-ended activities can make it difficult to direct students’ attention to that which matters- because they often love to explore the details, the irrelevancies and the unimportant while doing these activities.

Here lies a perfect example for the need for prompt and regular
feedback
Alignment
ESF CPD
SJS CPD
PYP Evaluation
PM Targets
Flow...
The key is the focus on decisions that teachers and students make during the lesson.
Mistakes are good!
Differentiation
-Teaching strategy/approach
-Learning strategy
-Task
-Expectation
-Varied process and product according to learning style/preference
-Access to information...
Learning Strategies (p105-106)
•Organising and transforming
•Self-consequences
•Self-instruction
•Self-evaluation
•Help-seeking
•Keeping records
•Rehearsing and memorising
•Goal setting/planning
•Reviewing records
•Self-monitoring
•Task strategies
•Imagery
•Time management
•Environmental restructuring
We are 'change agents'
Being a change agent:
-How do I know this is working?
-How can I compare this with that?
-What is the merit and worth of this influence on learning?
-What is the magnitude of the effect?
-What evidence would convince me that I am wrong?
-Where is the evidence that shows that this is superior to other programs?
-Where have I seen this practice installed so that it produces effective results?
-Do I share a common conception of progress with other teachers?
Link back to Mindframes
The power of prompts- they act as a scaffolding tool designed to target:
•procedural, cognitive and meta-cognitive skills of the learner
•new or corrective information
•alternative strategies already known by the student
•directions for trying new learning strategies
•the identification of learning gaps
•collaboration on error detection
•development of their ability to self-regulate
•monitoring their own mistakes
•initiation of their own corrective measures or strategies
Feedback...
Shute’s (2008) Nine Guidelines for Using Feedback to Enhance Learning
1.Focus feedback on the task not the learner
2.Provide elaborated feedback (describing the what, how and why)
3.Present it in manageable units (avoid cognitive overload)
4.Be specific and clear
5.Keep it simple
6.Reduce uncertainly between performance and goals
7.Give unbiased and objective feedback (verbal, written, computer-based)
8.Promote a learning goal orientation via feedback (move focus from performance to the learning, welcome errors)
9.Provide feedback after the learner has attempted a solution (leading to more self-regulation)
•Needs it
•Receives it
•Give them time to use it
Ben Levin’s Nine Essential Practices for Improved Outcomes
1.High expectations
2.Personal connections between adults and students
3.Student engagement and motivation
4.Rich and engaging formal and informal curriculum
5.Effective teaching practices
6.Effective use of data and feedback (student and teacher) to improve learning
7.Early support with minimal disruption
8.Strong positive relationships with parents
9.Effective engagement with the broader community
•Build a team
•Work together
•Share and critique
•Cooperate
The glue that binds the effective drivers together is the underlying attitude, philosophy and theory of action. (Fullan 2011)
Disconfirmation can be more powerful than confirmation
-errors invite opportunities!
-create that tension... what we now know and what we COULD know
Visible teaching and learning
occurs when there is deliberate practice aimed at attaining mastery of a goal, when there is feedback given and sought, and when there are active, passionate and engaging people participating in the act of learning.
Feelings about the statements
1 Strongly Disagree

2 Generally Disagree

3 Partly Disagree

4 Partly Agree

5 Generally Agree

6 Strongly Agree
Transdisciplinary Skills
Dark Blue on UOI Planners- LC
... through all 6 stages of the information literacy model of inquiry
integral to all models of inquiry
learning independent inquiry skills
Y6- Purple highlight on
tools
and
strategies
to be explicitly taught in UOI (i.e. specific model of inquiry, questioning technique, thinking tools and cooperative structures)
3 lines of inquiry- half unit (2/3 simultaneous?)

... build knowledge
... learn skills (transdisciplinary)
... develop concepts (2 major and related)
... foster attitudes (2) & live the learner profile (2)
... provide opportunity for and promote action

... create tension!
... then comes a
real
independent inquiry (rest of unit)
... THEN we REALLY see evidence of the 5 elements
Summative Assessment-
CENTRAL IDEA
LOI are in Gateway Rubrics
Summative= designed to reflect the student's ability to demonstrate understanding of the
Central Idea
. This becomes part of the comment on Gateway.
How does it all link together?
Co-constructed
learning intentions and success criteria (making sure we are not relating criteria simply to completing the activity)

1. Challenge
- the art is in making the challenge appropriate for the student.
Positive creation of tension (ie not too easy or too hard)
Encouraging and welcoming error
Help the student see the value of the error to move forward
Shift the focus from self to the task-
... to the nature of the error and the strategies to USE the error

e.g. maths- calculation error replaced with 'methodical checking' strategy
e.g. inquiry- presenting incorrect data replaced with 'stop & think'
strategy and synthesise from 3 sources of information

To succeed in something you thought was difficult is the surest way in which to enhance self-efficacy and self-concept as a learner.
Last time
Today
Pairs Compare
Reporter
Walter
Returning to Learning Intentions
- Saturday's CPD
... uni-structural
... relational
... extended abstract
Take a look
What is yours?
What needs to change in order to have impact on students?
SJS CPD
22nd September 2012
What needs to change in order to
have impact on students?
LOW
Ability Grouping and Tracking
Retention
Student Control over Learning
Whole Language Programmes
Team Teaching
Visual/audiovisual Methods
Extra-curricular Activities
Open vs Traditional Learning Spaces
Teacher Subject Matter Knowledge
Individualised Instruction
Male and Female Achievement Differences
Matching Teaching with Student Learning Style
Within Class Grouping
Reducing Class Sizes
School Finances
MEDIUM
Cooperative vs Competitive
High Expectations for each Teacher
Integrated Curricular Programmes
Using Simulation and Gaming
Play Programs
Computer-assisted Instruction
Teaching Test-taking and Coaching
Decreasing Disruptive Behaviour
Enquiry-based Teaching
Peer Tutoring
Homework
Professional Development on Student Achievement
Influence of Peers
Phonics Instruction
Providing Worked Samples
Direct Instruction
HIGH
Acceleration
Problem Solving Teaching
Concept Mapping
Comprehension Programmes
Vocabulary Programs
Meta-cognitive Strategy Programs
Teacher-student Relationships
Reciprocal Teaching
Feedback
High Expectations of each Student
Providing Formative Evaluation to Teachers
Teaching Study Skills
Teaching Learning Strategies
"You have to be one school. You cannot want one thing for students and another for teachers If we want students to be able to engage in powerful inquiry, so must teachers.”
-Chris Lehmann-
Identify 3 ideas that resonate and that connect with your beliefs
Identify 2 ideas that cause tension
Read and Think
Pairs Compare
Synthesising
To what extent does/could
our school support teaching as inquiry?

Group Learning Intention
One for each group...
unmanageable!
not effective
mechanical
Whole Class Learning Intention
We are learning to unlock patterns
Success Criteria
We need to remember to:
describe the pattern
identify the terms
table the pattern
graph the pattern
find the rule
test our theory: apply the rule to another term
seek our co-learners perspectives
... encourage the small group to make the connection with what they're doing towards the learning intention
Monday 29th October
Grammar:
The difference between knowing your shit and knowing you're shit.
Our Essential Agreement are our 'norms'
The staffroom has a high level of relational trust when making policy and teaching decisions.
* respect for each person's role in learning
* respect for expertise
* personal regard for others
* high levels of integrity
- school diary this week
12th November 2012
Feedback Obs
What does Hattie say?
So... what does it sound like?
... Assessment capable learners
Time to practise
Visible Learning Foundation Workbook p42-43
Vision and Stuff Protocol
Watch clip
Jot down key points
Jot down questions
Round table (pass)
Now you have connected:
What
can
you do about it?
What
will
you start to do tomorrow?
Dianne to share
student expectations
Watch clip
Jot down key points
Round table (pass)
Jot down questions
Vision and Stuff Protocol
Summative Assessment Adaption
Highlight correct answer feedback
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