Influencing policy (training slides from Fast Track Impact)
Getting our priorities right in Visible Learning
1. Leading Visible Learning – getting our priorities right
James Nottingham www.challenginglearning.com
2.
3.
4. What do you know about your impact on
all students in your school? How do you
know it?
To what extent does data and evidence
drive practice in the school?
6. Maths Percentage gains
level
An Effect Size
A common scale for measuring progress in student achievement
7. Not everything counts
Not everything that counts can be
counted, and not everything that
can be counted counts
Sign hanging in
Einstein's office at Princeton
8. Graph representing the spread of effect sizes
25000
20000
No. of Effects
15000
10000
5000
0
Hinge point of 0.4
9. Every student should be
making progress of 0.4
effect size every year
Do you know what
progress your students
are making?
13. Visible Learning is intended to stimulate dialogue
What questions do we have
about the relative effects? What are self
report grades?
Why doesn’t class
size matter much?
Are we making
effective progress
with our
innovations?
14. The more leaders focus their relationships, their
work, and their learning on the core business of
teaching and learning, the greater the influence on
student outcomes
15.
16. Why doesn’t class size matter (much)?
Rank Influence Studies Effects ES
111 Comprehensive teaching reforms 282 1818 .22
112 Teacher verbal ability 21 58 .22
113 Class size 113 802 .21
114 Charter schools 18 18 .20
115 Aptitude-treatment interaction 61 340 .19
116 Learning hierarchies 24 24 .19
117 Extra-curricular programs 2161 1036 .19
118 Co and team teaching 136 47 .19
119 Personality 545 2546 .18
120 Within class grouping 144 209 .18
17. Leaders use Visible Learning to decide what is important
Don’t waste time on things that don’t probably
matter much
18. Rank Influence Studies Effects ES
141 Ethnic diversity of students 17 58 .05
142 College halls of residence 10 23 .05
143 Multi-grade/age classes 94 72 .04
144 Student control over learning 65 38 .04
145 Open vs. traditional 315 333 .01
146 Summer vacation 78 711 -.02
147 On welfare policies 8 8 -.12
148 Retention 229 2882 -.13
149 Television 37 540 -.18
150 Mobility 181 540 -.34
19. Robert Marzano – groups of 3 work best
Informal
Formal
Long-term
3
21. How do you prioritise these leadership tasks?
A. Resourcing strategically
B. Ensuring an orderly and supportive
environment
C. Planning, coordinating and
evaluating the curriculum
D. Promoting and participating in
teacher professional development
E. Establishing goals and expectations
22. The effect sizes of the different tasks
1. Promoting and participating in teacher
professional development (0.84)
2. Planning, coordinating and evaluating the
curriculum (0.42)
2= Establishing goals and expectations (0.42)
4. Resourcing strategically (0.31)
5. Ensuring an orderly and supportive
environment (0.27)
27. Catherine Eccles – how much do we apply ourselves?
Application = value x expectation
Performance goal = all 10 year olds should get 75%
in their language exam
Learning goal = by improving my sentence
structure, I will produce higher quality work
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 (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
This slide represents the way that the multitude of assessment results can be compared once they are put into an effect size – and put onto a common scale. It is a way of taking different types of assessment results and making a common comparison.
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 (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
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 (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
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 (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
Student expectations/self report gradesStudents 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 when 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?Providing formative evaluationTeachers regularly receive formative evaluation about their teaching programmes and classroom practice through feedback and/or by looking at their student results. Teachers need to receive ongoing feedback about their teaching to improve student results. Micro teachingMicro teaching is where teachers examine aspects of a lesson, or group of lessons, by working with a colleague/s to look at specific aspects of their teaching. It may be questioning skills, teaching strategies etc. It may also involve videotaping a lesson and then examining an aspect of practice. Teachers need to receive ongoing feedback about their teaching to improve student results.
Ask people to consider what the culture for feedback is in their school.
The notion of SMART goals is something we are familiar with. They are words we use, but do we really consider what they mean?Note here that A = ambitious rather than achievable. The Visible Learningplus team has read the work of Sir Michael Barber who in his book Deliverology 101¹ replaces achievable with ambitious. This is a significant change and reinforces the Visible Learning message of setting challenging goals.