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In this area, we will dig deeper into the work of Dr. John Hattie. He, along with other researchers, has published several books focused on summarizing instructional strategies that work. His meta-analyses are considered definitive by many on what works (and what doesn't) in classrooms today.
In this area, we will dig deeper into the work of Dr. John Hattie. He, along with other researchers, has published several books focused on summarizing instructional strategies that work. His meta-analyses are considered definitive by many on what works (and what doesn't) in classrooms today.
Blending Google Digital Tools with High Effect Size Instructional Strategies
Blending Google Digital Tools with High Effect Size Instructional Strategies
1. Watch the Video
1. Watch the Video
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d).
In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects.
Hattie found that the average effect size of all the interventions he studied was 0.40.
Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”
“We have no right to teach in a way that leads to students gaining less than d= 0.40 within a year,” says John Hattie (Visible Learning, 2009). Or, as Mike Bell puts it in The Fundamentals of Teaching, the question isn't what works (everything does).
“We have no right to teach in a way that leads to students gaining less than d= 0.40 within a year,” says John Hattie (Visible Learning, 2009). Or, as Mike Bell puts it in The Fundamentals of Teaching, the question isn't what works (everything does).
Rather, "What strategies work well?" Finding out how strategies fit into the Magic Formula is what we're about as educators.
Rather, "What strategies work well?" Finding out how strategies fit into the Magic Formula is what we're about as educators.
Evidenced-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002). When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement (source).
Evidenced-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002). When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement (source).
2. Phases of Learning
2. Phases of Learning
"What and when are equally important when it comes to instruction that has an impact on learning.
"What and when are equally important when it comes to instruction that has an impact on learning.
Approaches that facilitate students' surface-level learning do not work equally well for deep learning, and vice versa.
Approaches that facilitate students' surface-level learning do not work equally well for deep learning, and vice versa.
Matching the right approach with the appropriate phase of learning is the critical lesson to be learned."
Matching the right approach with the appropriate phase of learning is the critical lesson to be learned."
- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
3. Exploring HES Instructional Strategies
3. Exploring HES Instructional Strategies
Ready to explore some high-effect size (HES) instructional strategies? Here are a few for your consideration.
Ready to explore some high-effect size (HES) instructional strategies? Here are a few for your consideration.
Foundation/Core Strategies
Foundation/Core Strategies
Strategies that you can use anytime, regardless of learning intention or what phase of learning your students are in.
Strategies that you can use anytime, regardless of learning intention or what phase of learning your students are in.
Teacher Credibility (1.09)
Success Criteria (.88)
Teacher Clarity (.76)
Feedback (.64)
Example: Spaced vs Massed Practice + Retrieval or Practice Testing
Example: Spaced vs Massed Practice + Retrieval or Practice Testing
Spaced vs Massed Practice has us space out over time the intervals when we study information. This ensures that significant learning occurs. Combined with retrieval practice, you can make long-term memory connections for new information. Flashcards, practice problems, and writing prompts can improve learning. Learn more here.
Surface Learning
Surface Learning
Content focused. This is where students learn ideas/vocabulary/procedural skills, and explore concepts. Introduce students to concepts, skills, and/or strategies.
Content focused. This is where students learn ideas/vocabulary/procedural skills, and explore concepts. Introduce students to concepts, skills, and/or strategies.
SOLO Taxonomy: Uni/Multi-Structural
Student has a lack of understanding or knowledge of concept. Or, student has an idea of what it is but not what to do with it or how it connects to other ideas.
Example: Vocabulary Programs
Example: Vocabulary Programs
One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension. Word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read" (Source: Visible Learning for Literacy).
Frayer Model
Frayer Model
Semantic Map
Semantic Map
Concept Sorts
Concept Sorts
Deep Learning
Deep Learning
Relationship in and among content. Students consolidate their understanding, applying and extending surface learning after building requisite knowledge.
Relationship in and among content. Students consolidate their understanding, applying and extending surface learning after building requisite knowledge.
SOLO Taxonomy: Relational Level
Student can link ideas together to see the big picture.
Jigsaw Method (1.20)
Classroom Discussion (.82)
Reciprocal Teaching (.74)
Concept Mapping (.64)
Metacognition Strategies (.58)
Example: Reciprocal Teaching
Example: Reciprocal Teaching
"A deep learning, instructional strategy which aims to foster better reading comprehension and to monitor students who struggle with comprehension. The strategy contains four steps: summarizing, questioning, clarifying, and predicting.
It is “reciprocal” in that students and the teacher take turns leading a dialogue about the text in question, asking questions following each of the four steps.
The Reciprocal Teaching Treatment
The Reciprocal Teaching Treatment
Want to see dramatic results in your students? Use reciprocal teaching at least three times per week for three months.
Want to see dramatic results in your students? Use reciprocal teaching at least three times per week for three months.
The creators of the Reciprocal Teaching strategy, Ann Palincsar and Ann Brown (1984, 1986) for just 15-20 days, assessment of students’ reading comprehension increase from thirty percent to seventy to eighty percent.
The creators of the Reciprocal Teaching strategy, Ann Palincsar and Ann Brown (1984, 1986) for just 15-20 days, assessment of students’ reading comprehension increase from thirty percent to seventy to eighty percent.
All four strategies need to be used in each 15 to 30 minute session to obtain best results. Learn more.
All four strategies need to be used in each 15 to 30 minute session to obtain best results. Learn more.
Transfer Learning
Transfer Learning
Transfer of newly learned skills to novel situations or tasks.
Transfer of newly learned skills to novel situations or tasks.
SOLO Taxonomy: Extended, Abstract Level
Student can look at ideas in new and different ways.
Transfer Strategies (.86)
Problem-Solving Teaching (.68)
Service Learning (.58)
Peer Tutoring (.53)
Example: Strategy to Integrate with Prior Knowledge
Example: Strategy to Integrate with Prior Knowledge
"The argument is that readers who establish more connections between a text and their prior knowledge produce stronger situation models, or cognitive maps of a given state of affairs. This situation model, in turn, is aimed to improve comprehension and recall." Gain these benefits when encouraging students to 1) Acquire, record, organize, synthesize, remember information; 2) Skim, identify relevant information, take notes; 3) Study materials for a test
Ready to see other digital tools and how the align to high-effect size instructional strategies?
Ready to see other digital tools and how the align to high-effect size instructional strategies?
4. Amazing Lesson Design Outline
4. Amazing Lesson Design Outline
A quick review of how to design a high-yield lesson appears below. As you can see, it seeks to combine a variety of approaches, strategies, and ideas into a simple process (of course, that's not as as easy as it looks).
A quick review of how to design a high-yield lesson appears below. As you can see, it seeks to combine a variety of approaches, strategies, and ideas into a simple process (of course, that's not as as easy as it looks).
Work to build a learning partnership with each student, focused on creating a safe, positive learning environment that aligns to the diverse, deep culture backgrounds of students.
Ask yourself, "Where are the students now?" How many are 1) emerging, 2) developing, 3) meeting or 4) exceeding expectations? Determine what formative assessment you will use to assess students. (Source: Diane Sweeney)
Based on the phase of learning your students are in, select a high-effect size instructional strategy and digital tool that will speed learning.
Repeat the assessment you used earlier. Chart student progress towards learning objective. Adjust your existing approach.
Amazing Lesson Design Outline (ALDO) (left),
a tool for guiding lesson design for diverse learners. Read the accompanying blog entry.
Use the choice board (right) to get you started on designing. It features four choices for each of the lesson design stages in ALDO.
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