The Contributions From Teaching Approaches-part Ll

7/31/2019 The Contributions From Teaching Approaches-part Ll

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A Presentation based on the bookVisible learning: Asynthesis of over 800 meta-analyses relating to achievement

by John Hattie

Michelle BoydSPE 503

The University of Alabama


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Effect Size Barometer

The barometer was developed by Hattie to show how effective each attribute studiedwas. The effect size is shown betweend = -0.2 - 1.2. An effect size of 0.4 or greateris described as being in the zone of desired effects. When talking about effect size,

reference this barometer to guage the attirbutes effectiveness.


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The teaching of strategies have a relatively large effect sizeof d =0.60Reciprocal teaching has a great effect size of d=0.74

Places an emphasis on students learning strategies such assummarizing, questioning, clarifying and predicting (studentstake turns being teacher).

Direct Instruction has an effect size of d =0.59Direct Instruction provides clear learning intentions, sets upsuccess criteria and engages students throughout the lesson.One of the most important aspects is that it continually provides feedback to the student

(Hattie, 2009)


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Problem solving teaching showed a very high level of effectd =0.61

Teaching students how to identify, prioritize answers toproblems and think of multiple ways to solve it.

Strategies that had the lowest effect size were: Adjunct aids d =0.37Inductive teaching d =0.33Inquiry-based teaching d =0.31Problem based learning d =0.15

(Hattie, 2009)


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There are four areas of meta-analyses which engrosscooperative learning:

The ones that compare cooperative vs. heterogeneous classes d=0.41

The ones that compare cooperative vs. individualistic learningd=0.59The ones that compare cooperative vs. competitive learning d=0.54The ones that compare competitive vs. individualistic learningd=0.24

Both cooperative and competitive are more effective thanindividualistic methods. However, cooperative learningseems to be the most effective of the two.

(Hattie, 2009)


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Overall, comprehensive teaching reforms( d =0.22) only have an effect that reaches teacher but does not reach thecoveted zone of desired effects.The evidence shows that comprehension interventions forlearning disabled students . ( d =0.77)

When direct instruction and strategy instruction model arecombined they can help in the remediation process (Swansonet. al, 1999).

Two other teaching reforms that have only moderate effectsize are special college programs, and Co-teaching/Teamteaching

(Hattie, 2009)


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Hattie (2009) found that computers are used mosteffectively when: d =0.37

There is a multitude of different teaching strategies beingin conjunction with them When teachers are trained in the technology they arehaving students use When there is mulitple opportunity for practice involved

When the student is in control of the pacing etc. of thelearning and not the teacher When peer learning is used When feedback is utilized properly


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Web-based learning only had an effect size of d =0.18.(Remember the date this book was published,2009)Interactive video methods scored high with an effect size of d=0.52.

Baker & Dwyer (2000) found that visualization compared tono visualization in and interactive video that a visualrepresentation can convey the simple jist of a message to be

learned.Some other forms of technology that scored only moderatly high were a) simulations, b) programmed instruction, c) audio/visualmethods

(Hattie, 2009)


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Distance euducation only had an effect size of d =0.09Similarly home-school programs only show an effect

size of d =0.16Homework had a moderate effect size of d =0.29The effects of homework are double for high school asfor junior high students, and double for junior high

students as for elementary students (Cooper, 1989).The effects were higher for mathematics homework butlowest in science and social studies.

(Hattie, 2009)


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There are many teaching strategies that have an importanteffect on student learning. Including:

Explanation

ElaborationPlans to direct task performanceSequencingDrill repititionProviding strategy cues

Domain-specific processingClear instructional goalsMethods such as direct instruction, reciprocal teaching andproblem-solving methods can help achieve these.

(Hattie, 2009)


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Baker, R.M., & Dwyer, F. (2000). A meta-analytic assessmentof the effect of visualized instruction. International Journal of Instructional Media, 27 (4), 417-426.

Cooper, H.M. (1989). Synthesis of research on homework. Educational Leadership, 47 (3), 85-91.

Hattie, J. (2009). Visible learning, a synthesis of over 800 meta-analyses relating to achievement.(1st ed., Vol. 1). New York:Routledge.

Swanson, H.L., Hoskyn, M., & Lee, C. (1999).Interventions for students with learning disabilities: Ameta-analysis of treatment outcomes . New York:Guilford Press.

The Contributions From Teaching Approaches-part Ll

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