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Learn ways to implement three high-effect size instructional strategies in the online learning space. We'll pair each with a digital tool you can use right away.
Learn ways to implement three high-effect size instructional strategies in the online learning space. We'll pair each with a digital tool you can use right away.
You'll also learn what other tools online learning educators are using.
You'll also learn what other tools online learning educators are using.
Ready to Get Started?
Ready to Get Started?
In Today's Session
In Today's Session
1. Overview of Hattie's Work
1. Overview of Hattie's Work
“How do you know if what you’re doing in the classroom is effective?”
“How do you know if what you’re doing in the classroom is effective?”
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.
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?”
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?”
Defining Vocabulary
Defining Vocabulary
Learning Intention: A statement of what students are expected to learn from the lesson.
Metacognition: For students, knowing what they are expected to learn (learning intentions) and what the learning goal looks like when they have learned it (success criteria), and having an idea of the route or strategies that will help them get there, and knowing what to do when they don't know what to do.
Success Criteria: Statements that describe what success looks like when the learning goal is reach. They are specific, concrete, and measurable.
Teacher Clarity: Instructional moves a teacher makes that begin with careful lesson planning, clarifying learning intentions for teacher and students. It includes consistent evaluation of where students are in the learning process, describing learning intentions and success criteria.
Source: Visible Learning for Mathematics
2. Surface, Deep, and Transfer Learning
2. Surface, Deep, and Transfer 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.
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)
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)
Have you ever used the right strategy at the wrong time?
Have you ever used the right strategy at the wrong time?
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.
3. Exploring High-Effect Size Strategies
3. Exploring High-Effect Size Strategies
Strategies you use are more effective when they match the learning intention and students' phase of learning.
(Source: Hattie, Fisher and Frey. Visible Learning for Mathematics, 2017.Strategies you use are more effective when they match the learning intention and students' phase of learning.
Want to maximize student growth? Select instructional strategies that work best for different phase of learning your students are in.
Want to maximize student growth? Select instructional strategies that work best for different phase of learning your students are in.
What Phase of Learning Are Your Students In?
What Phase of Learning Are Your Students In?
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)
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.
Deep Learning
Deep Learning
Noticing relationships, extending ideas to new situations, and making connections. Relationship in and among content. Students consolidate their understanding, applying and extending surface learning after building requisite knowledge.
Noticing relationships, extending ideas to new situations, and making connections. 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)
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)
A Quick Poll
A Quick Poll
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. Surface Learning Strategies
4. Surface Learning Strategies
Surface learning does not mean superficial learning. Rather, surface learning is a time when students are initially exposed to concepts, skills, and strategies.
Surface learning does not mean superficial learning. Rather, surface learning is a time when students are initially exposed to concepts, skills, and strategies.
Surface learning is critical because it provides a foundation on which to build as students are asked to think more deeply.
Surface learning is critical because it provides a foundation on which to build as students are asked to think more deeply.
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.
Today's Focus: Three Strategies
Today's Focus: Three Strategies
In today's session, we are focusing on three strategies that are often seen as appropriate for "surface learning" phase. There is more to this, but beyond the scope of today's session.
In today's session, we are focusing on three strategies that are often seen as appropriate for "surface learning" phase. There is more to this, but beyond the scope of today's session.
What strategies would you focus on and/or use in you classroom?
What strategies would you focus on and/or use in you classroom?
End of Session Activity: Dice Debrief
End of Session Activity: Dice Debrief
You will need to pair up with someone. You can get up from your table or stay at your table, whatever works best for you.
You will need to pair up with someone. You can get up from your table or stay at your table, whatever works best for you.
More Resources
More Resources
Amazing Lesson Design Online (ALDO) (left),
a tool for guiding lesson design for diverse learners.
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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