4. Where am I going?
How am I doing?
What are my next steps?
The 3 most powerful questions for learning
5. How do we improve achievement for all?
Achievement is more likely to be increased when
students …
Invoke learning rather than performance strategies
Accept rather than discount feedback
Benchmark to difficult rather than to easy goals
Compare themselves to subject criteria rather than to
other students
Possess high rather than low efficacy to learning
Effect self-regulation and personal control
John Hattie, 2009
15. Facts and Concepts
Fact Paris is the Knowledge
capital of France
Concept (Capital) cities Understanding
16. Recent Demo Lesson Concepts
What is a toy? (5 year olds)
Was the mouse telling lies?(7 year olds)
What happens when you die? (11 year olds)
What‟s the difference between tragedy and
romance? (14 year olds)
What is culture? (15 year olds)
Is zero the same as nothing? (17 year olds)
17. Example question starters
What is … playing?
How do we know what is … Who decides what is …
What if …
Always or never
When would …
What is the difference between …
Is it possible to …
Should we …
18. The Dreyfus Model of Skill Acquisition
Can read
Need routines the context
Basis for Action
Novice Beginner Competent Proficient Expert
19. Novice: rule-governed behaviour
Need generalised rules and structures as a guide
Quality management systems can be very helpful
If something goes wrong, blame the system or senior people
Little personal responsibility in this context
Beginner: hungering for certainty
Starting to notice patterns
Wishing things were more predictable
Looking for “the book” or “the expert” to provide the answers
Feel limited personal responsibility
20. Competent: planned & analytical
Efficient and organised
Can assess relative importance and urgency
Can readily describe and explain actions
Feel personal responsibility for outcomes
Proficient: strategic and able to read context
Seldom surprised, have learned what to expect
Have organised knowledge into wise sayings
Sometimes forget to explain complexities of the big picture to
analytical competent colleagues
Rapid, fluid, involved, intuitive type of behaviour
21. Expert: right thing at the right time
Highly intuitive, based on huge store of wisdom
Great capacity to handle the unexpected
Highly nuanced behaviour, very context specific
Often there are no words to describe expert
performance, and often it is subconscious anyway
Hard to fit this into quality systems
Performance drops if generalised rules are imposed
Usually does not make for good teaching of
novices, but great for teaching competent people
22. Socratic questions
Clarify Are you saying that …?
Can you give us an example of …?
Reasons Why do you say that …?
What reasons support your idea?
Assumptions Are you assuming that …?
What would happen if …?
How could we look at this in a different way?
Viewpoints
What alternatives are there to this?
Wouldn‟t that mean that …?
Effects
What are the consequences of that?
23.
24.
25. Marking sheet for history essays (Frank Egan)
Introduction Conclusion
4+ sentences 3+ sentences
Proposition stated Summation
Outline of narrative Proof of proposition
Context of topic Specific reference to
assess/evaluate as last sentence
Body of essay Literacy
3+ paragraphs Spelling accuracy
6+ facts per paragraph Grammar structures
Inter-relationships
“I can actually see how to
Argument is relevant
improve, it’s obvious.”
Quote with source given
26.
27. Where are we going and how will we know we‟re there?
Learning Intentions
o To find out what links the Vikings with North East England
Success Criteria
o Know when and where the Vikings came from
o Identify names and places associated with the Vikings
o Ask relevant questions about the Vikings
28. Why did they Gate
AD 700 - 1100 attack Lindisfarne? Bairns
Lad
Tarn
Vikings Thriding
Norse Rape &
language pillage
Did they believe in
Longships God?
Dragon Horned
ships helmets
30. Why did they Gate
AD 700 - 1100 attack Lindisfarne? Bairns
Captured
Lad
Yorvik in 866
Tarn
Vikings Thriding
Norse Rape &
language pillage
King Cnut Did they believe in
ruled England Longships God?
from 1016 Dragon Horned
helmets Gods included
ships Odin, Thor, Fri
Eric Bloodaxe
gg & Loki
Dead warriors went died in 954
to Valhalla
31. Other ways to challenge
What‟s the point?
Ready Learning Intentions
Success Criteria
Initial instruction
Fire First attempts by children
Aim Formative assessment and
a focus on progress
32. Learning goal - use descriptive words when writing about places
and characters eg „the mud is squelchy and sticks to my wellies like syrup‟, or „the
ogre in my story is really quite shy but he pretends to be brave and a bit bossy.‟
a. There‟s some lovely descriptive
f.
words in here. Well done!
b. Angry, fierce and loud are nice g. Why do you think
descriptive words to use about the ogre. you missed the first
Can you describe the ogre‟s cave now? part of the challenge?
What could you do
c. You‟ve tried really hard next time to check
with this. Good girl! your work more
accurately?
d. I really enjoyed reading this –
thank you! h. What a lovely story –
e. You‟ve responded well to the there are some
second part of the challenge. Now wonderfully descriptive
focus more on the first part. words in there
34. “The art of effective
teaching is to provide
the right form of
feedback at, or just
above, the level at
which the student is
working – with one
exception …”
“… do not mix praise
into the feedback
prompt, because this
dilutes the effect!”
Visible Learning for Teachers (Hattie, 2011), pp 121
35. Praise that dilutes the positive effect of feedback
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the class!
By far the best
36. The effects of different types of praise
Mueller and
Dweck, 1998
In six studies, 7th
grade students
were given a
series of
nonverbal IQ
tests.
37. Mueller and Dweck, 1998
Intelligence praise
“Wow, that‟s a really good score. You must be smart at this.”
Process praise
“Wow, that‟s a really good score. You must have tried really
hard.”
Control-group praise
“Wow, that‟s a really good score.”
38. Number of problems solved on a 3rd test
6.5
6
Effort Praise
5.5
Control Praise
5 Intelligence Praise
4.5
Trial 1 Trial 3
40. The effects of praise
Swimming
“You do your best
swimming when you
concentrate and try your
best to do what Chris is
asking you to do”
Ballet
“You‟re the best
ballerina in the world!”
41. 1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding
performance; 5.What a scientist you are; 6.Unbelievable work;
7.You‟re a genius; 8.You're getting better; 9.Clever boy 10.You
should be proud; 11.You've got it; 12.You're special; 13. Very
talented; 14. You've outdone yourself; 15. What a great listener;
16. You came through; 17.You‟re very artistic; 18.Keep up the
good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work;
22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very
responsible; 26.You're very talented; 27.Spectacular work;
28.Great discovery; 29.You're amazing; 30.What a great idea;
31.Well worked through; 32.Very thoughtful; 33.You figured it out;
34.Top of the class; 35. You make me smile
42. Too much innovation
“One of the most critical problems
our schools face is not resistance to
innovation but the
fragmentation, overload and
incoherence resulting from the
uncritical and uncoordinated
acceptance of too many different
innovations”
Fullan&Stiegelbauer, 1991
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.