Getting ahead with Hattie iMoot 2013

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e: [email protected]: (+60) 3 2035 6918t: @vinnystocker

Getting ahead with Hattie

“Everyone does their best. Do better than your best.”

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• w: http://pukunui.com/my

• e: [email protected]

• p: (+60) 3 2035 6918

• t: @vinnystocker













Taking the ideas from Professor John Hattie's work "Visible Learning" and put them into a Moodle context.







John HattieVisible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement

Visible Learning for Teachers: Maximizing Impact on Learning

240 million kids800 meta studies50,000 studies





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Learning Intentions are very clearSuccess criteria absolutely obviousPeer involvement in the task*Discussion about the taskSignificant mount of challenge in the task

*Peer involvement and the individual excels and wants to do it again.

Learning happens best when.....







By the end of this session you will be able to implement a number e-learning strategies that will have a marked positive eect on students' learning.

I won't be giving you answers. Expect to contribute

Learning Intentions and success criteria







10 mins

25 mins

10 mins

15 mins

15mins - Overview of the study10mins - Examples of factors that have a marked impact on pupil progress25mins - Collaboration task10mins - Review







Findings







Nearly all teaching strategies have a positive eect.

Everything works.







The ones of interest are those that are above average.







Computer assisted instruction was shown to have a positive impact on student progress.

However less than the average eect, of across thousands of studies.

What are we not doing right?

Example 1







Teacher subject understanding doesn't

matter.

Example 2







Surface level (low level thinking) homework has a much greater eect then Deep level (higher level thinking) homework.

If they need to be deep and they don't know or get stuck, they usually need a teacher.

Example 3







Standardised thousands of studies

(d - Bench mark)

1.0 ≈⋲ 3 years of progress

0.4 ≈⋲ 1 year of progress

0.2 ≈⋲ 9 months of progress

0 has no eect on progress

Less than 0 has a negative aect on achievement

Methodology

240 million kids

800 meta studies

50,000 studies







Remember1.0 ≈⋲ 3 years of progress

0.4 ≈⋲ 1 year of progress

0.2 ≈⋲ 9 months of progress

0 has no eect on progress

Less than 0 has a negative aect on achievement







Because the eects for one year are greater for younger students expect >0.6, older students >0.3







What causes little student progress?







Eect of homework is small 0.29 (close to 0 in primary/elementary school)

Homework longer than an hour has a negative eect on learning

Remember1.0 ≈⋲ 3 years of progress0.4 ≈⋲ 1 year of progress0.2 ≈⋲ 9 months of progress0 has no eect on progressLess than 0 has a negative aect on achievement

Example 4







136 - Retention (keeping a student back a year) -0.16

137 - Television (too much at home) -0.18

138 - Mobility (lack of) -0.34


Bottom 3

240 million kids across all the studies







132 - Student control (selection) over their learning

0.04Remember1.0 ≈⋲ 3 years of progress0.4 ≈⋲ 1 year of progress0.2 ≈⋲ 9 months of progress0 has no eect on progressLess than 0 has a negative aect on achievement







121 - Ability grouping 0.12








106 - Class size 0.21








1 - Students Self-reporting grades (they are brilliant at predicting it however often choose a safe level to perform at. 1.44

2 - Piagetian programs 1.28

3 - Providing formative evaluation (student to teacher about how they (teacher) are doing) 0.90


Top 3







Full list of 138 at http://goo.gl/oU1WJ





http://goo.gl/oU1WJ

http://goo.gl/oU1WJ



How could we implement these strategies using Moodle?







http://goo.gl/mhNiW

Time for action visit the link now!





http://goo.gl/mhNiW

http://goo.gl/mhNiW



Are you able to able to implement some e-learning strategies that will have a marked positive eect on students' learning?

Did you contribute?

Learning Intentions and success criteria







1. The mind develops in response to challenges or disequilibrium so that any intervention must provide some 'cognitive conflict.’2. The mind grows as we learn to become conscious of, and take control of, its own processes. 3. Cognitive development is a social process promoted by high-quality dialogue among peers supported by the teachers.

Something to take away

International Guide to Student Achievement edited by John Hattie, Eric M. Anderman









