Building a Foundation for Instructional Improvement by Jamie Gavril

Chapter 1: Visible Learning Inside

jgavril — 2017-03-08 00:26:01 UTC

John Hattie has worked to weed out most effective teaching methods
- uses a scale that measures "Effect Size"
- allows studies on different subjects to be compared
- d=0.4 is considered average change of a grade level
- d > 0.4 is considered to be effective

Outcomes of Schooling

students who spend more time in school (years before and after high school graduation) are shown to live longer, be healthier, make a higher salary

Outline of Chapters

jgavril — 2017-03-08 00:31:52 UTC

The Evidence Base

a meta-analysis is identifying a specific outcome (achievement) and an influence on that outcome (homework)
uses over 900 studies
- from databases like ERIC, dissertations, working papers
d=0.4 is considered average change, a grade level
- d < 0.2 is considered is small change
- 0.3 < d < 0.6 is medium change
- d > 0.6 is large change
- d > 0 is a bad base, any kind of teaching can have an impact on learning

The Barometer and the Hinge Point

the effective was designed to make an overwhelming amount of data less mind-boggling
d < 0 has a reverse effect!
d = 0.4 is the hinge point but should expect d = 0.6 for elementary and d = 0.3 for secondary students

The Story

visible learning occurs when learning is explicit, transparent, and appropriately challenging
teacher and student seek to find whether goal has been met and feedback will be given
Hattie finds d > 0.4 active, passionate, engaging teachers and when this has been met:
- students will become their own teachers, express self-regulatory behavior
- teachers see themselves as evaluators of their effect on students
- what students can do or not do is a consequence of teachers' actions
- when teachers see learning not happening, they can intervene in calculated and meaningful ways
- teachers can provide strategies beyond the surface
- these teachers provide a safe environment where they can experiment with content (right or wrong)

jgavril — 2017-03-08 00:48:32 UTC

we make reasons for why students cannot learn
- learning style, right/left brained, lack of attention, lack of motivation, on and on and on...
Hattie claims that teachers can trump that- teachers' mindsets must be open

The Case for the Passionate, Inspired Teacher

National Board for Professional Teaching Standards (NBPTS): studied expert v. experienced teachers
- expert teachers promote self-efficacy in students and mastery motivation

A) Expert Teachers Can Identify the Most Important Ways in Which to Represent the Subject They Teach

the amount of subject knowledge the teacher has, need to be able to connect it to prior knowledge and other subjects
expert teachers can predict types of errors and intervene

B) Expert Teachers are Proficient at Creating an Optimal Classroom Climate for Learning

C) Expert Teachers Monitor Learning and Provide Feedback

these teachers problem solve, are flexible, improvise ways students can master learning intentions
believe every student can achieve mastery
understands that a typical lesson never goes as planned

D) Expert Teachers Believe That all Students Can Reach the Success Criteria

E) Expert Teachers Influence Surface and Deep Student Outcomes

How Do Expert Teachers Differ From Experienced Teachers?

have same curriculum, length of of time, same student body
- expert teachers communicate the challenge in a way that generates excitement