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Every student deserves
a great teacher, not by
chance, but by design.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
This is the hinge point –
a year’s worth of growth for a
year in school.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Retention: d = - 0.13
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Ability Grouping/Tracking: d = 0.12
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Homework: d = .29
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Small group learning: d = 0.49
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Phonics Instruction: d = 0.52
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Study Skills: d = 0.59
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Repeated Reading: d = 0.67
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Teacher-Student relationships: d = 0.72
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Teacher Clarity: d = 0.75
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Classroom Discussion: d = 0.82
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Collective Teacher Efficacy: d = 1.57
What’s new?
Learning
Intentions
&
Success
Criteria
Three Questions
What am I learning today?
Why am I learning this?
How will I know that I
have learned it?
Surface
Transfer
Deep
Surface Learning Versus Deep Learning
Surface learning: Learning
in order to reproduce;
learning the “signs”
Deep learning: Learning in
order to understand; learning
what the “signs” signify
Marton & Saljo, 1976
Surface Learning is IMPORTANT
How do you
know when
you’re done?
How do you
get help?
What are you
learning?
Ways to Facilitate Surface Learning
Leveraging prior knowledge (d=0.67)
Vocabulary techniques (sorts, word
cards, mnemonics, etc.) (d=0.67)
Reading Comprehension in Context
(d=0.60)
Wide reading on the topic under
study (d=0.42)
Summarizing (d=0.59)
Word card with Image Mnemonic
Fostering Collaboration
through Vocabulary
Steppingstones
Pairs arrange vocabulary in order
as it is used in a film,
demonstration, or lecture.
Retell using vocabulary to prompt
recall of content.
Steppingstones are then used for
written summary.
Deep Learning is Also Important
Ways to Facilitate Deep Learning
Concept mapping (d=0.60)
Discussion and questioning
(d=0.82)
Metacognitive strategies
(d=0.69)
Reciprocal teaching (d=0.74)
Asking Questions That Matter Funneling Questions
Limit Thinking
• What was the
setting of the
story?
• What is the
meaning of the
word confusing?
Focusing Questions
Expand Thinking
• How did the setting
influence the
story?
• Why do you believe
the author chose the
word confusing in
this passage?
Deep learning
approaches don’t
work any better at
developing surface
learning than
surface learning
strategies work to
develop deep
understanding.
Transfer
Ways to Facilitate Transfer
Reading across documents
to conceptually organize
(d=0.85)
Formal discussion, including
debates and Socratic
seminars (d=0.82)
Problem-solving teaching
(d=0.61)
Extended writing (d=0.43)
The right approach, at
the right time, for the
right type of learning.
Difficulty v. Complexity
Difficulty
• A measure of effort required to complete a task.
• In assessment, a function of how many people can complete the task correctly.
Complexity
• A measure of the thinking, action, or knowledge that is needed to complete the task.
• In assessment, how many different ways can the task be accomplished.
Which of these means about the
same as the word gauge?
a. balance
b. measure
c. select
d. warn
A car odometer registered 41,256.9 miles when a highway
sign warned of a detour 1,200 feet ahead. What will the
odometer read when the car reaches the detour? (5,280 feet
= 1 mile)
(a) 42,456.9
(b) 41,279.9
(c) 41,261.3
(d) 41,259.2
(e) 41,257.1
Did you use the calculator on this question?
Yes No
43
In 2007, David Farrow
broke the Guinness
Record for Greatest
Memory by
memorizing and
correctly recalling the
exact order of 59
decks of cards - that’s
3068 cards in total –
after looking at them
only one time!
Easy Hard
Less Complex
Low Difficulty High Complexity
High Difficulty High Complexity
Low Difficulty Low Complexity
High Difficulty Low Complexity
More Complex
Differentiate according to
difficulty,
not
complexity.
Teachers Can Determine Their Impact
Evidence for practice is foundational. “What research supports your practice?”
Evidence in practice is about process. It is locally produced data generated by practice. “What are the signals you watch for to make dynamic instructional decisions?”
Evidence of practice is about outcomes. It is user-reported evidence that the learner changed as a result. “How did you know your learners made progress?”
Evidence of Learning
Short-term
• Reading inventories
• Oral and silent reading fluency measures
• Benchmark assessments
• Pre-/post-testing of a unit of study
• RtI progress monitoring
Long-term
• State standards exams
• End-of-course exams
• Formal exhibitions with rubrics
• Formal recital performances with rubrics
Learning How to Determine
Effect Size for a Group
Effect size = Average (post-assessment) – Average (pre-assessment)
Average standard deviation or SD*
Learning How to Determine
Effect Size for Individuals
Effect size = Individual score (post-assessment) – Individual score (pre-assessment)
Average standard deviation or SD for the class
For example . . . .
On a “writing for argument” unit, the standard deviation
for the pre-assessment was .728 and the standard
deviation for the post-assessment was 1.013.
The average of the two is .870.
When the effect size is calculated using the formula
above, it comes to .77, above our threshold of .40.
The teachers concluded their efforts to improve students’
writing skills were successful.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Writing for argument: d = 0.77
Two teachers focused on improving students’ public
speaking skills. They collaborated on a series of lessons
that included focusing on prosody (e.g., intonation,
pauses, emphasis) and preparing and practicing
speeches. At one of their meetings, they compared
assessment results. Each teacher had submitted pre-
assessment scores and averages, and standard
deviations had been calculated. Six weeks later, they
collected benchmark data to make decisions about their
impact. During their discussion, they noted that their
effect size was only .30. As one of the teachers
commented, “They don’t seem to be getting
much better at this.”
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Public speaking skills: d = 0.30
Adjustments to the Unit
• Analyzing video of effective and
ineffective public speakers
• Lessons about formal speeches
sounding like reading, not friendly
conversations
• Written drafts of speeches that included
introduction, body, and conclusion
• Anonymous peer review using
computerized program
When they met again six weeks later to
discuss impact, the results were
impressive. The average effect size
had increased to .75 and all but three
students had effect sizes that
exceeded .40.
0.5
Reverse effects Zone of desired effects
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement.
New York: Routledge.
Public speaking skills: d = 0.75
