drivers
DESCRIPTION
Drivers’ are defined as policy and strategy levers that have the least and best chance of driving successful reform. A ‘wrong driver’ is a deliberate policy force that has little chance of achieving the desired result, while a ‘right driver’ is one that achieves better measurable results for students. John Hattie found that feedback has more effect on achievement than any other factor.TRANSCRIPT
Wrong Drivers
1. using test results, and teacher appraisal, to reward or punish teachers and schools 2. promoting individual vs group solutions
3.investing in and assuming that the digital world will carry the day vs instruction;
4. fragmented strategies vs integrated or systemic strategies
Inst
ructi
on S
houl
d Le
ad T
echn
olog
y United Focus O
n Deeper Learning
Invest In Leadership & Teachers
Data That Is Non-judgmental
Four
Drivers
The Right Drivers
Visible Learning
John Hattie
What is Visible Learning
• Visible Learning is the result of 15 years’ research and synthesises over 800 meta-analyses (over 50,000 studies) relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence-based research into what actually works in schools to improve learning (and what doesn’t).
Meta-analysis & effect size
• The vast majority of innovations or educational strategies can be said to “work” because they can be shown to have a positive effect.
• An effect size of 1.0 would improve the rate of learning by 50% and would mean that, on average, students receiving that treatment would exceed 84% of students not receiving that treatment.
Influences on student learning
Expectations Mastery Learning Homework Challenge of Goals Feedback Aims & Policies of the SchoolAbility Grouping Peer Tutoring
Teacher-Student Relationships
Diamond Nine Activity
• With a partner discuss these nine factors that influence student achievement
• Place them in a diamond shape, in order of how great you think their positive influence is (on average)
• Think about why they have this effect
The Diamond 9 tool is designed to help people collectively explore several issues by prioritizing them collaboratively. It supports a focused discussion in a relatively short space of time.
Influences on student learning
Expectations Mastery Learning Homework Challenge of Goals Feedback Aims & Policies of the SchoolAbility Grouping Peer Tutoring
Teacher-Student Relationships
Effect SizeFeedback 0.73Teacher-Student Relationships 0.72Mastery Learning 0.58Challenge of Goals 0.56Peer Tutoring 0.55Expectations 0.43Homework 0.29Aims & Policies of the School 0.24Ability Grouping 0.12
Influences on student learningJohn Hattie 1999-2009 – research from 180,000
studies covering almost every method of innovation
Providing Feedback
If feedback is so important, what kind of feedback should be
taking place in our classrooms?
• Discuss in pairs for 2 minutes
“The most powerful single influence enhancing achievement is feedback”
• Quality feedback is needed, not more feedback• Much of the feedback provided by the teacher to
the student is not valued and not acted on• Students with a Growth Mindset welcome
feedback and are more likely to use it to improve their performance
• Oral feedback is much more effective than written
• The most powerful feedback is provided from the student to the teacher
How could we obtain more feedback from students?
How can we ensure we act on this feedback to raise
achievement?
Discuss in pairs
Meaningful Goals
Setting Goals/Mastery Objective
• There is strong evidence that challenging, achievable goals influence achievement, provided the individual is involved in setting them.
• Goals have a self-energizing effect if they are appropriately challenging as they can motivate students to exert effort in line with the difficulty or demands of the goal.
providing meaningful
feedback
using questioning to check for understanding
reinforcing effort through modeling and reframing of
conceptual awareness
“I must check for student
understanding”
Checking for Understanding
• using questioning to check for understanding• providing meaningful feedback• reinforcing effort by reframing of conceptual
awareness on specific learning goals
Summary of Feedback
feedback must be informative rather than evaluative.
• Achievement is enhanced to the degree that students and teachers set and communicate appropriate, specific and challenging goals
• Achievement is enhanced as a function of feedback, using questioning of formative assessments
• Increases in student learning involves not only surface and deep learning but also a reframing conceptual awareness through meta-cognitive principles in teaching.