Hattie on school improvement:

In the Visible Learning for Teachers… book Hattie refers to whole-school improvement as the platform for student achievement.

know thy impact
Teachers as Change Agents have more impact than Teachers as Facilitators
effective drivers: whole school attitude, philosophy, and theory of action.
wrong driver: fragmented strategies
Improvements are related to building a collective capacity of teachers in a school to show success - not only in achievement, but also in making learning a valued outcome, by retaining students’ interest in learning, in making students respect themselves and others, by recognizing and esteeming diversity, and by building community. Students are never ‘owned’ by a teacher, but by the school.
the starting place is governance and policy.

Visible Learning for Teachers Maximising Impact On Learning

John Hattie 2012

ISBN: 978-0-203-18152-1-2

Student expectations and student achievement:

Student Expectations

“Student Expectations” to express more clearly that this strategy involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations. Once a student has performed at a level that is beyond their own expectations, he or she gains confidence in his or her learning ability.

The following Visible Learning topics are closely related to Student Expectations and achievement.

Student self-reported grades
Teacher credibility
Classroom discussion
Teacher clarity
Feedback

Visible learning glossary

http://visible-learning.org/glossary/

Student achievement

There is no universal consensus on the term achievement.

Summative assessment is only one of the multiple indicators of achievement.
Learning Achievement is definitely associated with Learning Goals and Learning Goals are multifaceted - Student achievement must be considered in a multifaceted manner.
Learning achievement needs to be associated with learning goals
cognitive (complexity and depth).
affective (student attitudes, interests, feelings, beliefs and dispositions)
psychomotor (specific skills and behaviors - engagement, persistence, punctuality, work habits, and effort)
School needs to consider separate methods to measure attainment and methods to measure Improvement.

Attainment: Resulting grades
Improvement: Change in performance

International Guide to Student Achievement Edited by John Hattie and Eric Anderson 2013 IBSN: 978-0-2013-85039-8

Distance Education and Visible Learning

Distance Education and Visible Learning (global)
Some dot point history

Distance Education evolved from correspondence delivery models (England in 1858)
1911 - Department of Correspondence Studies Queensland
The transformation from correspondence to distance education is explicitly tied to advances in technology and communication technologies.
postal service
radio and television
internet
online multimedia technologies
online interactive technologies

Technology has moved it from a marginal form of education to a popular alternative.

Studies on distance education (1928-1998) show no significant difference between face-to-face and correspondence/distance education.
However, meta-data studies show that up to 1998 Distance Education was less effective than face-to-face, and post-1998 Distance Education has become more effective than face-to-face.
Machtmes and Asher reported studies show that the employment of two-way interactive technology was “the only type [of delivery] that had a positive effect size.
Distance education that provides synchronous and asynchronous communications that enabled a broad range of interactions between students and teachers and among students have reported positive outcomes.
Blended model - that combines face-to-face and technology-mediated interaction is more effective than just face-to-face or just online education

International Guide to Student Achievement Edited by John Hattie and Eric Anderson 2013 IBSN: 978-0-2013-85039-8

Distance Learning Technology and Media

Distance Education is one of the most dramatic of the recent technology-based innovations influencing education.
Concepts such as the virtual school have caused the practice of Distance Education to dramatically change in the last decade. Traditional approaches to Distance Education based on the delivery of print and broadcast media technologies are no longer as relevant…
Distance Education in itself is a disruptive technology to education itself
Media are mere vehicles that do not influence achievement
Communication Technology is about efficiency and broadening of transactions
… the best current evidence is that media are mere vehicles that deliver instruction but do not influence achievement any more than the truck that delivers our groceries causes changes in nutrition… only the content of the vehicle can influence achievement.
the involvement of the learner in the instructional experience influences learning.
Technology - reduction of separation is the goal of Distance Education systems
Technology - connecting learners, resources and instructors
Technology - enabling learners to interact with each other
Technology - enabling 2-way communication between (among) teacher and students(s) for the purpose of supporting the educational process
Distance education uses technology to mediate two-way communication.

Teaching and Learning at a Distance

Foundations of Distance Education

Simonson, Smaldino, Zvacek

2015

e-book 978-1-62396-800-7

Learning Styles and Visible Learning

Learning styles in not related to media or technology, it is related to tailoring to individual learning attributes.
The field of learning styles is fragmented and disparate
The Learning Style Inventory doesn’t reliably assess the learning styles of any learners
Applying Learning Style based methodologies are a waste of precious teaching and learning time.
Learning Style based pedagogy distracts teachers from employing teaching practices that have proven achievement benefits.

International Guide to Student Achievement Edited by John Hattie and Eric Anderson 2013 IBSN: 978-0-2013-85039-8

Common Learning Style Classifications

Sensing learning: Concrete, practical, oriented towards facts and procedures.
Visual learning: Visual representations of presented material – pictures, diagrams, flow charts.
Inductive learning: Presentations that proceed from the specific to the general.
Active learning: Learn by trying things out, working with others.
Sequential learning: Linear, orderly, learn in small incremental steps.
Intuitive learning: Conceptual, innovative, oriented toward theories and meanings.
Verbal learning: Prefer written and spoken explanations.
Deductive learning: Presentations that go from the general to the specific.
Reflective learners: Learn by thinking things through, working alone.
Global learning: Holistic, systems thinkers, learn in large leaps.