Holmenkollen conference

Leading Visible Learning – getting our priorities right

James Nottingham www.challenginglearning.com

What do you know about your impact on all students in your school? How do you

know it?

To what extent does data and evidence drive practice in the school?

900+ Meta-analyses (covering 50,000+ studies)

2009 2011

A common scale for measuring progress in student achievement

Stanine Percentage gains

Reading

age

Maths level National tests

An Effect Size

Not everything counts

Not everything that counts can be counted, and not everything that can be counted counts

Sign hanging in

Einstein's office at Princeton

< -1.0

1-.93

-.83

-.73

-.63

-.53

-.43

-.33

-.23

-.13

-.03

.07

.17

.27

.37

.47

.57

.67

.77

.87

.97

1.07

1.17

1.27

1.37

1.47

1.57

1.67

1.77

1.87

1.97

0

5000

10000

15000

20000

25000N

o. o

f E

ffec

ts

Graph representing the spread of effect sizes

Hinge point of 0.4

Every student should be making progress of 0.4 effect size every year

Do you know what progress your students are making?

John Hattie Jamie Oliver

Top 75

Bottom 75

What questions do we have about the relative effects? What are self

report grades?

Why doesn’t class size matter much?

Are we making effective progress

with our innovations?

Visible Learning is intended to stimulate dialogue

The more leaders focus their relationships, their work, and their learning on the core business of

teaching and learning, the greater the influence on student outcomes

Rank Influence Studies Effects ES111 Comprehensive teaching reforms 282 1818 .22112 Teacher verbal ability 21 58 .22113 Class size 113 802 .21114 Charter schools 18 18 .20115 Aptitude-treatment interaction 61 340 .19116 Learning hierarchies 24 24 .19117 Extra-curricular programs 2161 1036 .19118 Co and team teaching 136 47 .19119 Personality 545 2546 .18120 Within class grouping 144 209 .18

Why doesn’t class size matter (much)?

Don’t waste time on things that don’t matter

probablymuch

Leaders use Visible Learning to decide what is important

Rank Influence Studies Effects ES141 Ethnic diversity of students 17 58 .05142 College halls of residence 10 23 .05143 Multi-grade/age classes 94 72 .04144 Student control over learning 65 38 .04145 Open vs. traditional 315 333 .01146 Summer vacation 78 711 -.02147 On welfare policies 8 8 -.12148 Retention 229 2882 -.13149 Television 37 540 -.18150 Mobility 181 540 -.34

Robert Marzano – groups of 3 work best

Informal

Formal

Long-term

3

Rank Influence Studies Effects ES

71 Integrated curricula programs 61 80 .3972 Enrichment 214 543 .3973 Principals/school leaders 521 1409 .3974 Career interventions 143 243 .3875 Time on task 100 136 .3876 Psychotherapy programs 83 102 .3877 Computer assisted instruction 5947 10,291 .3778 Adjunct aids 73 258 .3779 Bilingual programs 128 727 .3780 Drama/arts programs 715 728 .35

A. Resourcing strategically

B. Ensuring an orderly and supportive environment

C. Planning, coordinating and evaluating the curriculum

D. Promoting and participating in teacher professional development

E. Establishing goals and expectations

How do you prioritise these leadership tasks?

1. Promoting and participating in teacher professional development (0.84)

2. Planning, coordinating and evaluating the curriculum (0.42)

2= Establishing goals and expectations (0.42)

4. Resourcing strategically (0.31)

5. Ensuring an orderly and supportive environment (0.27)

The effect sizes of the different tasks

Visible Learners (and leaders) accurately assess themselves

We should focus on progress, not rank order

92

85

73

64

43

32

90

86

78

70

41

35

90

85

84

78

40

34

Rank Influence Studies Effects ES1 Assessment capable students 209 305 1.445 Providing formative evaluation 30 78 .906 Micro teaching 402 439 .88

10 Feedback 1310 2086 .75

What is your culture for feedback?

Catherine Eccles – how much do we apply ourselves?

Application = value x expectation

Performance goal = all 10 year olds should get 75% in their language exam

Learning goal = by improving my sentence structure, I will produce higher quality work

SpecificMeasurable AmbitiousReliableTimely

Achievable

‘Disaster’ comes from Greek for … ‘losing your stars’

The 3 Golden Questions

How are we doing?

What next?

Where are we going?

challenginglearning.com

p4c.coop

[email protected]

@JamesNottinghm