John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). To those of us ‘on the front lines’ one of the most important variables in learning is Focus/lack thereof. Kirschner, Sweller and Clark’s 2006 paper Why Minimal Guidance During Instruction Does Not […][…] instruction, providing quality feedback to teachers, focusing our efforts on strategies that work (Hattie’s work), sustaining this improvement work over time (years), ensuring the parents are informed and […][…] is formative assessment important? […][…] a discussion about who deserves what grade. We’ve read the research, by Hattie, supporting, “students who talk learn”, what are we doing to students if we are not engaging them in […][…] Premium’, constituted such labelling. Has Hattie, or anyone, gathered data on either of these?The effect of gender on the learning outcomes. An unbiased observer should be able to collect data with specificity of the behavioral definition for valid data to be analyzed.Is there somewhere where I can look to see just what topics are included under each heading for effect size? Leer die factoren herkennen. (Old eyes shouldn’t buy books on a smartphone, I suppose. regression towards the mean.Also, Concept Mapping (Joseph Novak’s work) is an example of an instructional strategy … he wisely does not provide an effect size for ‘graphic organizers’ — because graphic organizers is not a specific instructional method (that would included, flow charts, ranking ladders, Venn diagrams, Fishbone diagrams, Mind Maps and Concept Maps).For a ‘drug’ example, imagine calculating the effect size for 10 mg, 50 mg., 100 mg., and 150 mg of that drug … then averaging them to tell people that this ‘pain medicine’ has an effect size of say .58. I didn’t notice that it was the 2012 version, which I already own. You need way too many mentors to be practical, not to mention paying them and matching them up. that 79% of students engaged in classroom discussion would do better than a group of students that didn’t https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/ […][…] post specifically contrasted the benefits of DI with the perils Inquiry Learning. Teacher estimates of achievement and Collective Teacher Efficacy?Well, I (stupidly) rented a Kindle version of the VL for Teachers that your link led me to on Amazon. On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Teacher/student relationship has high impact on student learning. For instance, what does Piagetian programs mean; what do creativity programs entail; how are repeated reading programs executed?Is there a way I can find out more information on what the labels mean to John Hattie?The explanation in this link is backed up with another link – that second link is to an abstract about a study that compared Piagettian test with IQ tests so see was the better predictor of school performance.
Many of the specific strategies are examples that are used for differentiation.A question about the effect of a larger, maybe more conceptual, item: academic standards. marks), so […][…] our last staff meeting we were looking at some of John Hattie’s work from Visible Learning. Homework, class size, gender and motivation are some of the influencers on the list. Educational researcher and thinker John Hattie ranks both teacher and student (self) efficacy among the most effective and influential factors […][…] Hattie describes collective teacher efficacy as having the greatest influence on student achievement.

Hattie ranked these influencers according to their learning outcome effect size. Showing that an educational intervention has a positive effect is quite a feeble hurdle to overcome. Of course some of the rankings surprised us–how could it be that class size isn’t that […][…] had also not come across John Hattie before and so effect sizes were used as a conversation starter.

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