Hattie's system of gathering data from multiple educational studies and reducing that data into pooled estimates allowed him to rate the different influences on student learning according to their effects in the same manner, whether they show negative effects or positive effects. The thrill. In a nutshell, Hattie advises teachers to focus on: What you can control – there is no doubt that many factors can help or hinder students success at school. Research by John Hattie and Greg Donoghue indicates that it depends on a number of factors, including where students are in the learning cycle and what the purpose of the learning is. What is clear when distilling information… John Hattie Inaugural Lecture: Professor of Education University of Auckland August 2, 1999 ... as gender, prior ability, quality of instruction and teaching styles. Few would argue the importance of feedback to increase student achievement even without having read the research from John Hattie. There is a huge literature on various motivational aspects of Save . Hattie analyzed 900+ meta-studies of educational programs and procedures, and came up with an “effect size” for each of 195 “influences” on learning (138 in 2009 and 150 in 2012). The range is from 0 to 1.62, with the larger effect being more valuable. There are unique conditions, supports and pressures that mean it is a difficult issue with no silver-bullet answer. There can be a thrill in learning but for many students, learning in some domains can be dull, uninviting and boring. The first requirement is a continuum on which the effects of schooling, including the typical effect, can be summarised where 0 … Prior ability: Prior achievement: Early years non-cognitive skills: Relations of high school to university: Relation of high school to career performance: Working memory strength: Cross-laterality: Field independence: Piagetian levels: Self-reported grades: Relating creativity to achievement: Professor Hattie’s Visible Learning research into what works best in education synthesizes findings from over 1,400 meta-analyses of 80,000 studies, involving more than 300 million students.. that are beyond teachers' reach, what are the main teacher attributes and teacher strategies that can make the most significant effects? The one teaching strategy that is identified as working for acquiring and consolidating surface and deep learning is the jigsaw method. Hattie found that .40 was the “hinge point” of usefulness. Hattie’s Ten Mind Frames for Educators 1. Is it better to group students based on their prior ability, in mixed ability groupings, or something in between? Hattie in a Nutshell. He ranks 252 influences and effect sizes related to student achievement. This questions besets schools, departments and teachers on an annual basis. impetus toward a behaviour; and ability—the basic capacity and confidence to follow through with the behaviour. On that same note about kids learning differently, there’s also the question of assessments. The argument for some is along the lines of “You can’t judge a fish by its ability to climb a tree.” HATTIE: I think that’s a very unfair criticism. Since John Hattie's overall list of influences on student achievement is enormous (more than 250 influences), and it includes many factors (pre-term birth weight, students' prior ability, parental employment, etc.) With an effect size of .73, Feedback is almost double that of the hinge point .4, making it an effective instructional strategy that is applicable across disciplines and grades. I’m a measurement person. My fundamental task is to evaluate the effect of my teaching ... Ability Grouping, Tracking, Streaming HIGH MEDIUM LOW 2. Hattie’s review of research did not support teaching perceptual motor programs. With no silver-bullet answer my teaching... Ability Grouping, Tracking, Streaming HIGH MEDIUM LOW 2 beyond '. Is identified as working for acquiring and consolidating surface and deep learning is the jigsaw.! This questions besets schools, departments and teachers on an annual basis prior ability hattie in domains! 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