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The top and bottom effects on student achievement

How to have an effect on student achievement Based on the research by Professor John Hattie and Visible Learningplus team The Research Scope 1000 50,000-240,000,000- plus plus plus meta-analyses studies students Typical Effect Size Zero 0.10 Typical Teacher Effects Developmental Effects 0.00 Desired Effects 0.80 -0.10 0.90 achievement ,on Decreased Enhanced 1.00 Effect Size Common Scale Influences On Achievement 7. Top Effects and why they work 1.44 Self-reported grades /student expectations RANK Size Students predict or self-report their own grades. This means they are more likely to be successful than other learners as they will be the active element in their learning. A* 0.90 Teacher credibility RANK 4 Size 0.75 Students are perceptive to which teachers can make a difference to their learning. Teachers who command this credibility are more likely RANK Feedback 10 Size to make a difference. Speed of learning doubles following effective feedback. Praise, punishment and rewards "Good are the least effective forms of feedback. start.. Feedback should be just in time, 'just for me' information and delivered when and 0.54 where it has the best benefit. Phonics instruction RANK 36 Size Teaching reading and writing by developing learners' phonemic awareness. 0.52 O Classroom management RANK 42 OSI RI Teachers who have well managed classrooms can identify and respond quickly to potential issues and are emotionally objective. Physco 0.49 Parental involvement RANK 51 Size Active and positive parents who help students to have high expectations have a positive impact on student achievement. Surveillance or supervision 0.42 RANK 65 Cooperative learning Size can have a detrimental effect. Students learn better cooperatively than alone or competitively. This form of learning also increases interest and the ability to problem solve through interacting with peers. SPUDS 50 Effect Sizes Teacher Verbal Ability Extra-curricular Programmes Phonics Instruction Web-based Learning Not-Labelling Students 0.54 0.22 Study Skills 0.61 0.19 0.63 Teacher-Student Relationships Diet Teacher Subject Matter Knowledge 0.18 0.72 0.12 Classroom Discussion 0.82 Student Control Over Learning Size 0.09 Piagetian Programmes 1.28 0.04 Effect Retention -0.13 1.44 Self-Reported Grades/Expectations -0.18 Television 0.90 0.01 Teacher Credibility Open vs. Traditional Learning Spaces 0.12 0.75 Graph 0.09 Feedback 0.69 0.62 Metacognitive Strategies 0.12 Gender 0.55 Teaching Strategies Ability Grouping Personality 0.18 Changing School Calendar/Timetable 0.53 Peer Tutoring Pre-term Birth Weight Bottom Effects 0.39 RANK Principals / School Leaders 73 Size There is a difference in the effectiveness of the two main types of leaders; instructional leaders are focused on creating a learning environment free of disruption or system. Transformational leaders engage with staff to inspire them to be collaborative. Instructional Leadership 0.55 0.29 Transformational RANK Homework Leadership 94 Size Homework on a whole has a slightly positive effect Details about homework effectiveness but there are some differences between its effect 0.27 L Student attibude to homework is not related to grade on primary and secondary students. Class size 2. Shert periods of time are better for primary students RANK 113 3. The nature of homework makes a difference - greater positive effects from homework can be seen in maths Size 4. The effects are greater for higher Yather than lewer ability students Secondary School Students Class size has little effect on learning, though does affect working conditions. Teaching strategies should be maximised in small and large groups and applied respectively. Primary School 3 ideas to maximise the effect of homework for primary students 0.64 Students LKeep it brief (ne longer than 5mins) 2. Make it relevant te the werk/tepic cevered in class that day 3. Mark it (EACHING ECEG STRATEGY STRATEGY 0.19 Extra-curricular programmes RANK 116 Size There is not a high correlation between extra-curricular programmes and achievement sports is even lower than academic-related activities like speech/drama/music. 0.12 Ability grouping Low Learning Zone RANK 131 86% of US students are in tracked classes Size Ability grouping has minimal effects on student outcomes and profound negative equity effects. Low track classes can become fragmented, less engaging and taught by fewer well trained teachers. The gender effect across countries 0.50 Average Effect 0,40 0.40 0.12 RANK Gender 0.30 133 Positive effects on boys Boys outperfom gris in: 0.20 Motor Size 0.10 Performance 0.00 Social Aggression Males and females are more alike than they Girts outperform boys in -0.10 Agreeableness are different, and differences are minor. -0.20 Achievement does not differ much between Negative effects on girls -0.30 genders and there is more variance between -0.40 groups of boys and girls. -0.50 ilulullalatle 0.07 Open vs. traditional learning space RANK 145 Size There is no discernible difference in the achievement of students who have been taught in an open learning space vs a traditional learning space or classroom. It is not the space itself that has the impact, it is the quality of the teaching/interactions within the space. Evidence shows that even in open classroom spaces there is no guarantee that the principles of open teaching are present. Discover more on John Hattie's research and find out how you can utilise the full weight of the programme in your school. Osiris Educational is the exclusive partner for Visible Learning Plus in the UK. See John Hattie and find out why so many are calling him the educational guru. @osirisedu Source: visible learningPlus OSIRIS Design and Infographic 2013 Osiris Educational Woodhall Spa Ltd. All Rights Reserved. Visible Learning Plus is a trade mark of, and is distributed under licence from, Cognition Education Limited. EDUCATIONAL 09°0 0.30 0.40 -0.70 0.20 Zone of Effects Reverse Influences Effect Effect Effects Rating Effect Rating Effect Sune effect Concentration/Persistence/Engagement Classroom Management Writing Programmes Computer Assisted Instruction Drama/Arts Programmes Decreasing Disruptive Behaviour Principals/School Leaders Mathematics Parental Involvement 0.48 0.49 0.52 Drugs Homework Use of Calculators 0.29 0.27 0.52 0.48 Outdoor/Adventure Programmes 0.47 Questioning 0.40 0.21 0.28 0.30 0.23 0.32 Class Size Religious Schools Effect Effects Effect Effect Sune Effect Rating Effect Rating

The top and bottom effects on student achievement

shared by OsirisEducational on Apr 05
Making Professor John Hattie’s research visible An infographic showcasing 50 of John Hattie’s 150 effect sizes. What actually works in teaching and learning and what does not work as well includi...


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