@JamesNottinghmFacebook.com/ChallengingLearning

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James Nottingham, 16th Aug 2012

Engaging all students with visible learning

900+ Meta-analyses (covering 50,000+ studies)

2009 2011

A common scale for measuring progress in student achievement

Stanine Percentage gains

Reading

age

Maths level National tests

An Effect Size

Measured growth or difference

eg impact of feedback

eg boys vs girls

All studies used in the visible learning research

< -1.0

1-.9

3-.8

3-.7

3-.6

3-.5

3-.4

3-.3

3-.2

3-.1

3-.0

3 .07 .17 .27 .37 .47 .57 .67 .77 .87 .971.07

1.171.27

1.371.47

1.571.67

1.771.87

1.970

5000

10000

15000

20000

25000N

o. o

f Eff

ects

Graph representing the spread of effect sizes

Hinge point of 0.4

Rank these 10 effects

a) Pupils frequently moving schools

b) Computer assisted instruction

c) Formative evaluation of teachers

d) How pupils rate their teachers

e) Homework

f) Fewer pupils in each class

g) Teachers’ subject knowledge

h) Classroom discussion

i) Matching learning styles

j) Teacher-student relationships

The answers …..

a) Pupils moving schools (-0.34)

g) Teachers’ subject knowledge (0.09)i) Matching learning styles (0.17) f) Fewer pupils in each class (0.21)

j) Teacher-student relationships (0.72)

b) Computer assisted instruction (0.37)e) Homework (0.29)

h) Classroom discussion (0.82)

c) Formative evaluation of teachers (0.90)d) How pupils rate their teachers (0.90)

Teachers’ subject knowledge (0.09)

Professor David Starkey, CBE

Matching Learning Styles (0.17)

Rank Influence Studies Effects ES91 Inquiry based teaching 205 420 .3194 Homework 161 295 .2998 Teaching test taking/coaching 275 372 .27

109 Individualized instruction 638 1185 .22

Primary Schools 0.01

Secondary Schools 0.56

Top 75

Bottom 75

John Hattie Jamie Oliver

What questions do we have about the relative effects? What are self

report grades?

Why doesn’t class size matter much?

Are we making effective progress

with our innovations?

Visible Learning is intended to stimulate dialogue

Don’t waste time on things thatdon’t matter

probablymuch

Not everything counts

Not everything that counts can be counted, and not everything that can be counted counts

Sign hanging in Einstein's office at Princeton

Top 75

Rank Influence Studies Effects ES1 Assessment capable students 209 305 1.445 Providing formative evaluation 30 78 .906 Micro teaching 402 439 .88

10 Feedback 1310 2086 .75

Visible Learners (and leaders) accurately assess themselves

Three key questions for assessment capable students

Where am I going?

How am I doing?

What are my next steps?

Learning Intentionso To find out what links the Vikings with North East England

Learning intentions and success criteria help identify where & how

Success Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions

Pre-lesson questioning – doubles progress

Co-constructed

Vikings Rape & pillage

Horned helmets

Longships

Norse language

AD 700 - 1100Why did they

attack Lindisfarne?

Dragon ships

Did they believe in God?

GateBairns

LadTarn

Thriding

Marzano – groups of 3 work best

Informal

Formal

Long-term

Vikings Rape & pillage

Horned helmets

Longships

Norse language

AD 700 - 1100Why did they

attack Lindisfarne?

Dragon ships

Captured Yorvik in 866

Dead warriors went to Valhalla

Eric Bloodaxe died in 954

Gods included Odin, Thor, Frigg & Loki

King Cnut ruled England

from 1016

Did they believe in God?

GateBairns

LadTarn

Thriding

Sharp pencilTitleDateCapital LettersFull stopsDescribe the characterDescribe the placeFirst, next, then, finallyAnd, but, so, while, because

✔✔✔✔✗✔✗✔✗

Fun action words (bounded, sprang) ✔Rhyming words (loud, proud, crowd) ✔

Introduction4+ sentencesProposition statedOutline of narrativeContext of topic

Body of essay3+ paragraphs6+ facts per paragraphInter-relationshipsArgument is relevantQuote with source given

Conclusion3+ sentencesSummationProof of propositionSpecific reference to assess/evaluate as last sentence

LiteracySpelling accuracyGrammar structures

Marking sheet for history essays (Frank Egan)

“I can actually see how to improve, it’s

obvious.”

Learning Detectives

Download slides from …

www.challenginglearning.com

@JamesNottinghm

A. A focus on learning

B. Warmth

C. Encouragement of higher order thinking skills

D. Adapting to differences

E. Being genuine

F. Non-directivity

G. Beliefs about the students

H. Empathy

Which factors influence student-teacher relationships?

0.74

0.10

0.29

0.41

0.47

0.61

0.68

0.68

Cornelius-White notes that students who do not wish to come to school or who dislike school do so primarily because they dislike their

teacher.” (Hattie, 2009, p119)