Professional Documents
Culture Documents
Hattie Chapter 8
Hattie Chapter 8
Learn to read then read to learn Students must obtain a set of learning strategies Teachers must actively teach skills and strategies Consistent across all years of schooling
Reading
Vocabulary programs
Reading
Phonics instruction
Blending
Segmentation Deletion
Reading
Students combine one or more sentences into one compound, complex or compound-complex sentence More effective at the elementary level Effect size of 0.15
Reading
Teaches automaticity in word recognition and decoding skills Skill usually develops naturally between second and third grade
Comprehension programs
Effect size on vocabulary of 1.77 Effect size on reading comprehension outcomes 0.70 Utilize different teaching strategies to teach comprehension
Processing strategies Text programs Task programs Visually dependent strategies Auditory/language-dependent strategies Reading instruction strategies
Reading
Whole language
More effective in kindergarten than first grade More effective when used instead of reading readiness programs Negligible effects on learning to read Effect size of 0.06
Reading
Exposure to reading
Parent-child reading supports literacy and vocabulary not necessarily reading skills Effect size of 0.36
Second-and third-chance programs Reading recovery students outperformed control students Effect size of 0.50 Reading Programs Overall Most effective when Attend to the visual and auditory perceptual skills Combine vocabulary, comprehension and phonics instruction with repeated reading opportunities
Reading
Reading is not a process that is the same from the beginning stages through to mature, skilled reading, but one that changes as the reader becomes more able and proficient. (Hattie, 2009, p.141)
Effective when
Students are taught strategies Students work together Goals of writing are clear and specific
Writing Programs
Oral language
Self-esteem Moral reasoning Role-taking abilities
Drama skills
Drama/Arts Programs
Highest effects on student achievement in math when Teachers provide feedback or recommendations Peer-assisted learning is used Explicit teacher-led instruction is used Direct instruction is used Focus on desired learning outcomes, decisions about pacing and curriculum, emphasis of seeking enhanced learning Concrete feedback to parents is provided Calculators Neither help nor hinder overall achievement Beneficial when used For computation, drill and kill practice work To lessen the cognitive load Enhance student attitudes Effect size of 0.45
Math Programs
Skills based programs Analytic and processed skills Integrated laboratory activities Higher cognitive skills Appreciation of science Traditional programs Knowledge of scientific facts, laws, theories and applications Students in skill-based programs generally outperform those in traditional programs Laboratory experiences Two forms 1) aims to question, explain, and encourage thinking at higher levels, and uses a variety of sources to discover answers to questions 2) uses the laboratory to verify what has been previously presented Student achievement is higher in the first form Increase outcomes related to manipulation skills rather than reasoning skills or concepts and subject learning
Science Programs
Effective science classroom has Clear instructional objectives Consistent feedback on student progress towards goals Reflects considerable teacher planning with students taking some responsibility for task definition A teacher that uses strategies that require students to be both physically and mentally engaged Effective strategies Enhanced content strategies Collaborative learning strategies Inquiry strategies Manipulation strategies Assessment strategies Instructional technology strategies Teacher questioning Focusing strategies Manipulation strategies Enhanced materials Use of immediate or explanatory feedback Enhanced content strategies Overall effect size of 0.40
Science Programs
Character education
Citizenship training Health education Conflict resolution training Life skills Service learning
Moral reasoning
Moral education Values verification Ethics
Religious education
Social appropriateness Social problem solving skills Self-control Social perspective training
Increase knowledge of Occupations Training paths Job-search skills Decision-making strategies that include the integration of Work Family Leisure Community roles Elementary students of average ability benefited most academically especially If randomly assigned to groups If intervention was coupled with math and language arts If the program averaged 151-200 hours per school year Effect size of 0.38
Not effective in improving academic or cognitive learning No major improvements with perceptual/sensory motor outcomes Effect size of 0.08
Encourage development
Effective when used as early intervention with infants and young children
Effect size of 0.58
Learn about peer relations Learn how to learn from peers Face and meet challenges Consequences of deliberative practice in play Satisfaction from deciding or becoming aware of both learning intentions and success criteria from being involved in play
Play Programs
Meta-cognitive strategies
Cognitive acceleration
Instrumental enrichment
Programs improve
Verbal creativity
Successful when
Success criteria are clear Peer support optimized Feedback consistently provided
More effective
Academic related activities have more effect on student achievement than sports Most effective programs
Regularly occurring
Emphasized increasingly complex skill building and goal setting abilities Involved leadership by adults
It is less the content of the curricula that is important than the strategies teachers use to implement the curriculum so that students progress upwards through the curricula content. (Hattie, 2009, p.159) Common themes across the curricula
Feedback
Structure
Direct instruction Explicit instruction Teaching of strategies must be planned, deliberate and explicit Teach students specific skills and deeper understanding
Conclusion
References
Hattie, J. A. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.