WEBVTT 00:00:00.000 --> 00:00:01.000 Music 00:00:01.000 --> 00:00:18.280 As well as translating from English into other languages for you today, 00:00:18.400 --> 00:00:24.680 you're going to have to translate from New Zealand English into other languages. 00:00:24.680 --> 00:00:27.640 New Zealand English is peculiar. 00:00:28.600 --> 00:00:34.280 We have an interesting accent and I understand in the room there are some people here from Australia 00:00:34.280 --> 00:00:40.200 and they will also be able to try to understand a New Zealand accent. 00:00:41.020 --> 00:00:47.240 I'm going to try and speak very slowly, which is not a natural thing for me to do, I might add. 00:00:47.560 --> 00:00:52.600 I get so excited about the research that I tend to speak very quickly. 00:00:52.600 --> 00:01:01.620 So, if there's anything that I say, please put your hand up as Isabel said if you do not understand it. 00:01:01.980 --> 00:01:09.540 I am trying my very best to speak in my very best English with my very best accent. 00:01:09.540 --> 00:01:27.040 Today I am going to spend just over an hour summarising for you 20 years of research that John Hattie has done. 00:01:27.047 --> 00:01:31.847 Power for 20 years is a bit of a challenge. 00:01:31.847 --> 00:01:35.807 So I'm going to have to summarise the key points for you. 00:01:35.807 --> 00:01:39.767 And I know Leanne, in her presentation this afternoon, 00:01:39.767 --> 00:01:44.727 has done a fabulous job of putting together the key messages 00:01:44.727 --> 00:01:46.167 from the research. 00:01:46.167 --> 00:01:50.127 And also, many thanks to Isabel for putting together 00:01:50.127 --> 00:01:54.367 such a wonderful summary of the research and introduction 00:01:54.367 --> 00:02:00.207 the research that she sent out to you. With all of those things, hopefully you have all 00:02:00.207 --> 00:02:07.267 got a good basic understanding of what it is we're talking about. The research included 00:02:07.267 --> 00:02:17.587 250 plus million students. That's a lot of students. It also included about 50,000 studies 00:02:17.587 --> 00:02:21.287 and I'm going to summarise them in one hour. 00:02:24.287 --> 00:02:26.327 I want to start though 00:02:26.327 --> 00:02:36.327 by talking about some of the headlines 00:02:36.327 --> 00:02:38.847 that come out of the visible learning research. 00:02:39.847 --> 00:02:44.787 And a lot of people say that visible learning is about numbers. 00:02:44.787 --> 00:02:48.447 It's about this thing that I'm going to talk about today 00:02:48.447 --> 00:02:50.547 called effect sizes. 00:02:50.547 --> 00:02:54.087 And I'm going to explain the notion of effects 00:02:54.093 --> 00:03:01.093 sizes, particularly to those of you who don't know that concept at all. But visible learning 00:03:01.093 --> 00:03:09.613 is a lot more than effect sizes and numbers. It's about the story that we put around the 00:03:09.613 --> 00:03:18.073 numbers, and it's the way we think about the work that we do as educators. And I want to 00:03:18.073 --> 00:03:24.933 present that story to you today. In the first part of my presentation, I'm going to go through 00:03:24.933 --> 00:03:34.253 the research itself. I've pulled out of the 50,000 studies some of the highlights, some 00:03:34.253 --> 00:03:46.753 of the things that I know might resonate most with you here in Asia. I'm going to then follow 00:03:46.753 --> 00:03:53.313 that by talking about the mind frames that we might have as educators about changing the way 00:03:53.313 --> 00:04:01.333 we think in terms of getting the best outcomes for our students. Before I do that though, I want you 00:04:01.333 --> 00:04:08.773 to get a clear picture in your mind of what I mean and what we mean in the research and the work we 00:04:08.773 --> 00:04:15.713 do about visible learning. Isabel suggested to you that visible learning is very difficult to 00:04:15.713 --> 00:04:18.213 translate into Chinese. 00:04:18.213 --> 00:04:21.133 We also talk a lot in our work about learning 00:04:21.140 --> 00:04:27.340 learners. With the work that we're doing in Scandinavia at the moment, they have no word 00:04:27.340 --> 00:04:37.500 for learner. So overcoming some of the language issues is really interesting for us in the 00:04:37.500 --> 00:04:44.060 work that we do internationally. So I want to show you what a visible learner looks like. 00:04:44.060 --> 00:04:50.340 I want to show you what a visible learning school looks like. I want to show you what 00:04:50.340 --> 00:05:01.380 a visible learning school leader looks like. You're going to listen in the video to some 00:05:01.380 --> 00:05:08.300 New Zealand students talking about learning and what it means for them. I am going to, 00:05:09.580 --> 00:05:13.580 after the video, I'm going to talk to you about some of the things that they've said 00:05:13.580 --> 00:05:20.180 to translate it for you. We have put subtitles or words on the screen so you can get an idea 00:05:20.180 --> 00:05:23.180 of what the students are talking about. 00:05:23.180 --> 00:05:26.180 The video is filmed in a school in New Zealand 00:05:26.180 --> 00:05:28.180 called Stonefield School. 00:05:28.180 --> 00:05:32.180 It's important that you understand the name of the school 00:05:32.180 --> 00:05:36.180 because Stonefield School is in an old quarry. 00:05:36.180 --> 00:05:40.180 And you'll see the relevance of that 00:05:40.180 --> 00:05:43.180 when you hear the students talking about their learning. 00:05:43.180 --> 00:05:46.180 The video is introduced by the school principal 00:05:46.180 --> 00:05:48.180 and that is a lady called Stacey. 00:05:48.187 --> 00:05:56.047 Sarah Martin. Sarah Martin embodies everything that we in the visible learning research say 00:05:56.047 --> 00:06:03.967 has the biggest impact on student achievement. This school is a visible learning school and 00:06:03.967 --> 00:06:10.247 these students are visible learners. So as you watch the video, I want you to think about 00:06:10.247 --> 00:06:15.387 the questions on the screen. What are these students able to do that surprised you and 00:06:15.387 --> 00:06:19.107 maybe might have made you feel a little bit uncomfortable. 00:06:20.387 --> 00:06:22.907 And a lot of people watch this video and they go, 00:06:23.567 --> 00:06:25.787 no, I'm not so sure about this. 00:06:27.067 --> 00:06:31.427 And then I want you to think about the schools that you work with in your context 00:06:31.427 --> 00:06:36.187 and think, is this what it would look like if you went into a school 00:06:36.187 --> 00:06:40.047 in your country, in your region, in your city today? 00:06:41.207 --> 00:06:43.907 So a little bit of context for the school. 00:06:43.907 --> 00:06:47.947 Sarah started the school two years ago. 00:06:48.687 --> 00:06:52.427 She talks about when she started the school, she interviewed the students 00:06:52.427 --> 00:06:55.787 and she asked them what makes a good learner a good learner. 00:06:56.327 --> 00:06:57.247 What did they say? 00:06:57.567 --> 00:07:01.007 Sitting up straight on the mat, doing what the teacher said. 00:07:01.647 --> 00:07:06.107 Sarah said that the students had no idea of what learning actually meant. 00:07:07.107 --> 00:07:10.687 Since then, they have worked together as a team of teachers, 00:07:10.687 --> 00:07:15.227 they have collaborated to actually develop that language for learning 00:07:15.234 --> 00:07:22.774 learning in the school, which is communicated strongly to the students. Within eight months, 00:07:23.794 --> 00:07:31.214 we filmed that video eight months after the school had started. When the students went to that school, 00:07:31.514 --> 00:07:37.954 they had very little of that language, if any. They've done things like, you saw the wee boy 00:07:37.954 --> 00:07:43.934 saying we make connections, connect ideas together to make big ideas. They use a lot of signs and 00:07:43.934 --> 00:07:49.974 symbols, particularly for the younger students, to actually get those ideas. A lot of visual 00:07:49.974 --> 00:07:56.114 clues as well and cues for students for how to understand the language of learning. It's 00:07:56.114 --> 00:08:01.154 from the very young students like Ben, who was talking to his mother about the beehives 00:08:01.154 --> 00:08:07.874 and his progress in reading, right through to the secondary high school students, who 00:08:07.874 --> 00:08:14.614 were also talking about how they're using the information from the teacher to go back and check 00:08:14.614 --> 00:08:23.454 their work. So we also heard in there the high school teacher talking about the students using 00:08:23.454 --> 00:08:29.514 Moodle because they can go onto the Moodle site and they can actually check all of the learning 00:08:29.514 --> 00:08:35.494 and what the learning is like and the plan. And then at the end of the video, and I'm very aware 00:08:35.494 --> 00:08:37.874 that Muratau, who was the little boy, 00:08:37.874 --> 00:08:39.934 one of the little boys sitting on the mat, 00:08:39.934 --> 00:08:42.274 he said, we collaborate, 00:08:42.280 --> 00:08:43.900 using Google Docs. 00:08:44.700 --> 00:08:47.520 Now that is the platform at Stonefield School 00:08:47.520 --> 00:08:52.580 that they have chosen for the students to collaborate and work together. 00:08:53.420 --> 00:08:57.040 Collaboration, you will hear, is a very, very important word 00:08:57.040 --> 00:08:59.440 in terms of our visible learning work. 00:08:59.960 --> 00:09:01.520 How do teachers collaborate? 00:09:02.140 --> 00:09:04.760 You saw those teachers at Stonefield School 00:09:04.760 --> 00:09:09.440 sitting around on the beanbags discussing action research. 00:09:09.440 --> 00:09:25.200 They were actually discussing their data wall. So the information and progress of every student is visible. That's in the staff room for teachers to discuss and to discuss progress. 00:09:25.680 --> 00:09:32.360 Progress is very, very important and is a very key part of what we talk about in the visible learning research. 00:09:32.360 --> 00:09:39.800 So we had students talking about their learning, we had Sarah talking about the things that 00:09:39.800 --> 00:09:43.960 she has done and there's something I want you to know. 00:09:43.960 --> 00:09:50.540 A colleague of mine came from where he works in London to New Zealand recently and he had 00:09:50.540 --> 00:09:56.980 seen that video and he was very cynical about the video. 00:09:56.980 --> 00:10:02.680 He said, I bet that I could walk into any school in any country in the world and put 00:10:02.680 --> 00:10:09.340 a microphone in front of selected students and they could talk like that. 00:10:09.327 --> 00:10:26.967 And he went to Stonefield School and he almost interrogated the children at the school about their learning because he wanted to believe or to know that all students at Stonefield School could talk like that about their learning. 00:10:27.767 --> 00:10:29.407 He was not disappointed. 00:10:30.887 --> 00:10:34.947 Every student in the school talks about their learning in that way. 00:10:34.947 --> 00:10:36.807 So it's not isolated. 00:10:36.807 --> 00:10:48.767 It is a deliberate, evidence-based way of teaching and learning that Sarah and the management team at the school have initiated in collaboration with parents. 00:10:49.747 --> 00:10:58.327 So parents, for example, come in on Google Docs as well, and they actually use that platform for looking at student work. 00:10:58.327 --> 00:11:07.427 So what I would like you to do is to take a few moments to talk at your tables about the video. 00:11:08.047 --> 00:11:11.507 What were the students able to do that surprised you? 00:11:11.807 --> 00:11:16.787 What are the things that really leapt out to you that you would like to talk about? 00:11:17.147 --> 00:11:20.687 And how relevant is that to you in your schools? 00:11:21.167 --> 00:11:23.687 I'm going to give you a few minutes to talk about that. 00:11:24.687 --> 00:11:25.647 Thank you, Isabel. 00:11:25.647 --> 00:11:28.867 And you noticed that I was moving around the room 00:11:28.867 --> 00:11:32.707 as you were talking, because it's very important for me 00:11:32.707 --> 00:11:36.367 to try to understand what some of the issues 00:11:36.374 --> 00:11:41.894 are for you and what some of the realities are like for you in your schools. 00:11:41.894 --> 00:11:46.974 Isabel mentioned to me as I was walking up here that some people were asking about the 00:11:46.974 --> 00:11:50.154 leadership of the teachers in those situations. 00:11:50.154 --> 00:11:55.974 Do you know the teachers in those classrooms know more about those students and where they're 00:11:55.974 --> 00:12:01.054 at in their learning than I have ever seen before in any other school. 00:12:01.054 --> 00:12:06.314 The teachers are activators of student learning. 00:12:06.314 --> 00:12:11.534 They know intimately where those students are at, deeply where those students are at, 00:12:11.754 --> 00:12:15.054 and are making sure they're activating learning for the students. 00:12:15.654 --> 00:12:20.954 There is no way that those teachers step back from their role as being teachers. 00:12:21.454 --> 00:12:27.014 Explicit instruction is part of what they do, obviously, in the school. 00:12:28.474 --> 00:12:31.134 But students have that huge ownership. 00:12:31.134 --> 00:12:44.134 So when we talk about visible learning, Sarah as the leader of that school and her leadership team have been very involved in working with John Hattie and the visible learning team. 00:12:45.054 --> 00:12:49.614 But they take the research from a whole lot of places around the world. 00:12:50.254 --> 00:12:55.714 And they really infuse that or make that part of what they're doing every day. 00:12:55.714 --> 00:13:03.414 Sarah is an instructional leader and I'm going to talk about that in terms of the different 00:13:03.420 --> 00:13:08.620 types of leadership and the different types of leadership that have the biggest impact 00:13:08.620 --> 00:13:09.880 on student achievement. 00:13:10.840 --> 00:13:18.980 So I showed the video at the beginning because I wanted you to visualise what this looks like. 00:13:18.980 --> 00:13:25.840 We always, in the work that we do, start with the learners because they are the most important 00:13:25.840 --> 00:13:28.380 part of the whole discussion. 00:13:29.340 --> 00:13:31.460 And we want you to see what we mean. 00:13:31.460 --> 00:13:53.100 And now what I'm going to do is go backwards, if you like, and say why is it that we've actually put the emphasis so strongly on having learners who are visible learners, having inspired and passionate teachers and the different strands of visible learning that we have worked on. 00:13:53.960 --> 00:14:01.840 So I've worked with John Hattie now for well over 10 years. 00:14:02.560 --> 00:14:06.080 And it's been a real privilege and a pleasure to work with him. 00:14:06.440 --> 00:14:10.240 He's very interested in the fact that I'm here talking to you today. 00:14:10.240 --> 00:14:17.620 And we've had a number of conversations about the context that you have for teaching and learning here in Asia. 00:14:17.620 --> 00:14:30.460 So John's motivation for doing the research was to find out, he said, how come everybody keeps having bright, 00:14:30.467 --> 00:14:37.387 ideas in education. And if you have been in education for as long as I have, you will 00:14:37.387 --> 00:14:47.827 have seen many wonderful ideas come and go. And John got frustrated by that. And he said, 00:14:47.827 --> 00:14:54.627 how come so many people keep having bright ideas and teachers and educators and policy 00:14:54.627 --> 00:15:02.867 makers like ourselves keep lurching from one great idea to the other. And it disturbs John 00:15:02.867 --> 00:15:09.387 and I and the team because we get invited, John gets invited to speak at nearly 2,000 00:15:09.387 --> 00:15:16.507 events every year. And we know that there's a lot more to visible learning than talking 00:15:16.507 --> 00:15:24.387 for a day about the research. We know that actually it's more than just a bright idea. 00:15:24.387 --> 00:15:31.807 One's motivation for doing the research was to look around the world at the existing research 00:15:31.807 --> 00:15:38.287 and to say, I want to pull it together, bring it all together and have a look at what actually 00:15:38.287 --> 00:15:43.467 does have the biggest impact on student achievement. 00:15:43.467 --> 00:15:46.627 Everything we do in our classrooms works. 00:15:46.627 --> 00:15:49.347 That is the good news. 00:15:49.347 --> 00:15:52.687 What we were looking at and what we continue to look at 00:15:52.687 --> 00:15:55.587 and research and now put into practice in schools 00:15:55.587 --> 00:15:57.507 and countries around the world 00:15:57.514 --> 00:15:59.174 What works best? 00:16:01.494 --> 00:16:06.994 So this was the book, the first book that John published on the visible learning research. 00:16:08.754 --> 00:16:14.114 It has got all of the meta-analyses, it's got all of the research summarised in there. 00:16:14.554 --> 00:16:23.774 It's also got the methodology that John used for collecting, collating and categorising the research in there as well. 00:16:23.774 --> 00:16:33.934 As I said before, the research came from existing published and unpublished works. 00:16:33.934 --> 00:16:58.574 So the work of people like Michael Fullan, Ben Levin and lots of other different researchers, Marzano, all of those researchers, all of the international research that's out there with the big names and the PhD theses as well were all brought together into this piece of research. 00:16:58.574 --> 00:17:02.474 So it's pretty big and it's ongoing. 00:17:02.474 --> 00:17:08.474 John is constantly now updating and searching international databases 00:17:08.474 --> 00:17:12.814 for research around these components that he has categorised. 00:17:12.814 --> 00:17:18.334 But it was a huge process and that's why I said it was about 20 years of work 00:17:18.334 --> 00:17:22.334 for John to categorise the research. 00:17:22.334 --> 00:17:24.554 One thing I want to point out to you though 00:17:24.561 --> 00:17:31.041 that all of the research focused on student achievement. John wanted to know 00:17:31.041 --> 00:17:37.461 what actually has the biggest impact on achievement, students results in 00:17:37.461 --> 00:17:43.161 education. We know as educators that there are a lot of things that are 00:17:43.161 --> 00:17:49.461 important to us in education. We also focus on physical health, well-being, all 00:17:49.461 --> 00:17:54.081 of those aspects of education but John wanted to know what had the biggest 00:17:54.081 --> 00:18:02.021 impact on student achievement in this research. To do that, he actually collected together data 00:18:02.021 --> 00:18:09.621 that sometimes had baseline, well it all had baseline and end point data. So data collected 00:18:09.621 --> 00:18:15.301 at the beginning of an intervention and at the end of an intervention. Sometimes it was over 00:18:15.301 --> 00:18:22.061 multiple points. Some of the research has been 15 to 20 years long, so obviously data had been 00:18:22.061 --> 00:18:26.421 collected at various points across that time. 00:18:26.421 --> 00:18:28.981 Sometimes it was comparative data. 00:18:30.241 --> 00:18:33.161 It was comparing boys and girls, high schools 00:18:33.161 --> 00:18:37.161 or elementary schools to secondary schools. 00:18:37.161 --> 00:18:39.321 There were whole lots of different components 00:18:39.321 --> 00:18:41.001 pulled together. 00:18:41.001 --> 00:18:43.961 But one of the key things that it did was measure 00:18:43.961 --> 00:18:46.941 this notion of difference or growth. 00:18:46.941 --> 00:18:49.621 And growth in the visible learning work that we do 00:18:49.621 --> 00:18:51.601 is a really important component 00:18:51.607 --> 00:18:56.007 for us as educators to know what growth looks like. 00:18:56.327 --> 00:18:59.327 You could see Ben with his beehives 00:18:59.327 --> 00:19:03.027 actually taking the little bee and moving it up the beehive 00:19:03.027 --> 00:19:05.387 to look at the growth that he's making. 00:19:06.107 --> 00:19:09.527 You saw that the Muratau was looking at the rocks 00:19:09.527 --> 00:19:12.767 and that's why stone fields and they had a rock wall. 00:19:13.227 --> 00:19:15.707 This is a connection to being in a quarry. 00:19:16.447 --> 00:19:18.827 They have puppets in the school too 00:19:18.827 --> 00:19:21.787 And the puppets, there are three puppets. 00:19:21.907 --> 00:19:27.187 One of them's called Cliff, which has also got a connection to a quarry. 00:19:28.447 --> 00:19:34.547 I can't remember the other ones now, but they've all got kind of themes around the quarry, which is very entertaining. 00:19:34.927 --> 00:19:42.147 But the little children, the younger children, find it very safe to talk to those puppets as well about their learning. 00:19:42.647 --> 00:19:47.667 So they've really thought through and researched the ways they're going to be doing that. 00:19:47.667 --> 00:19:53.547 but they were looking at progress. Let's also be clear because this is one thing that some people 00:19:53.547 --> 00:20:00.387 get very unsettled about. They say you cannot put that up on the wall and compare people. 00:20:01.587 --> 00:20:08.587 That is not ethically correct and I was in Stonefields at the end of last year and I was 00:20:08.587 --> 00:20:14.627 talking to a group of about eight students and I said to them look when I go and talk to people 00:20:14.627 --> 00:20:18.647 around the world about the beehives and about the rock walls and 00:20:18.654 --> 00:20:25.034 about how you're showing progress, a lot of people get very upset. They say to me, you 00:20:25.034 --> 00:20:30.994 should not be comparing students in that way. What do you think about that? What should 00:20:30.994 --> 00:20:37.734 I say to those people? I said to the students. The students looked at me as if I was a little 00:20:37.734 --> 00:20:45.274 bit silly. They didn't understand my question because the way they work in their classroom 00:20:45.274 --> 00:20:50.234 is that that is part of the collaboration that they have of working together. 00:20:50.854 --> 00:20:55.274 They have their rock walls, they have their beehives, so they can help each other. 00:20:56.274 --> 00:21:00.634 Now, they are sensitive to people who make very little progress, 00:21:01.114 --> 00:21:03.294 and they do put processes in place, 00:21:03.514 --> 00:21:06.154 because some people make very little steps in their learning. 00:21:07.014 --> 00:21:12.094 So they are sensitive to that, but generally it's a very collaborative, supportive environment. 00:21:12.554 --> 00:21:16.934 Parents are part of the discussion, and it simply isn't an issue for those students. 00:21:17.414 --> 00:21:24.914 It's important that you know that, because they thought I was a little bit strange when I asked the question about that. 00:21:25.974 --> 00:21:32.274 In order for John to actually pull all this research together, he needed to find a metric. 00:21:32.274 --> 00:21:39.174 He needed to find a way of measuring, to be able to make that common comparison. 00:21:39.174 --> 00:21:45.694 And we work with a lot of schools now who are actually doing this kind of work as well, and they're 00:21:45.701 --> 00:21:52.061 using this metric, if you like, to actually pull together the different ways. We're great 00:21:52.061 --> 00:21:57.841 as educators at having different ways of measuring kids, measuring our students, whether it's 00:21:57.841 --> 00:22:04.641 by percentiles or reading ages or levels, we're very good at doing that. So John needed 00:22:04.641 --> 00:22:14.401 the common metric, and the metric he used is called an effect size. He needed the common 00:22:14.401 --> 00:22:23.821 scale. And the common scale has zero where students are making no progress. Some things 00:22:23.821 --> 00:22:30.141 that we do in our schools actually make student learning go backwards. Well, I certainly don't 00:22:30.141 --> 00:22:35.841 want to be responsible personally for the students I have taught for their learning 00:22:35.841 --> 00:22:41.561 to go backwards. So I would like to know what the things are that make students' learning 00:22:41.561 --> 00:22:47.621 go backwards. I'm also pretty interested, quite interested in what those things are up in that 00:22:47.621 --> 00:22:53.761 enhanced area. What are the things that I can do? What are the things that I can focus on as a 00:22:53.761 --> 00:23:00.761 policymaker or as a school leader or a teacher that sits up that other end? When we look at the 00:23:00.761 --> 00:23:08.961 research internationally, and this is also replicated or repeated or shown in a lot of 00:23:08.961 --> 00:23:12.741 the assessment information we are collecting now in all of the work that 00:23:12.748 --> 00:23:19.568 we do in many countries around the world, the typical effect size or the measure of 00:23:19.568 --> 00:23:28.468 progress made for a student over the course of a year is 0.4 of an effect size. That's 00:23:28.468 --> 00:23:36.988 about one year's growth. So if we think of an effect size of one being about two to three 00:23:36.988 --> 00:23:45.268 years of growth in one year. We can see though that where we need to actually 00:23:45.268 --> 00:23:52.708 focus our attention as educators is from the point four and above. We certainly 00:23:52.708 --> 00:23:55.948 don't want to focus our energies and efforts on things that make kids 00:23:55.948 --> 00:24:02.468 learning go backwards and we want to do a lot better than zero. What is the point 00:24:02.468 --> 00:24:09.788 of students coming to our classrooms if they make zero progress. So the 0.4 is an important 00:24:09.788 --> 00:24:16.248 number for you to understand today. It is what we call our hinge point. This is the hinge 00:24:16.248 --> 00:24:24.328 from where everything kind of travels or moves from. So we calculate an effect size and you 00:24:24.328 --> 00:24:30.228 can read a lot of research. Cohen's D is the effect size measure that we use and it's been 00:24:30.228 --> 00:24:35.168 around since the 1980s. It's quite a familiar measurement term and it's 00:24:35.168 --> 00:24:39.788 possible with the work that we're doing we have a lot of teachers and schools actually 00:24:39.794 --> 00:24:46.174 using this calculation, using this measure to look at progress that students make over 00:24:46.174 --> 00:24:51.074 the course of the year. So for every student that's sitting in the school in the country 00:24:51.074 --> 00:24:57.474 that you work in today, they should be making 0.4 of an effect size progress over the course 00:24:57.474 --> 00:25:07.114 of a year. Another way of looking at it is this. The 0.4 you can see above that is what 00:25:07.114 --> 00:25:12.714 we call our zone of desired effects. Then we've got our typical teacher effects and you're going 00:25:12.714 --> 00:25:17.934 to see that in the list that I'm going to show you and the research I'm going to discuss with you 00:25:17.934 --> 00:25:25.194 soon. But even when students don't go to school through the data and evidence collected in 00:25:25.194 --> 00:25:31.434 countries in the world where students don't attend school, students will still make progress. 00:25:31.434 --> 00:25:38.154 and then we've got some things below zero that make student learning go backwards 00:25:38.154 --> 00:25:47.274 so 95% of everything from the research showed a positive influence on student achievement 00:25:47.274 --> 00:25:53.814 and this is where John is very keen to say all it takes is a beating heart in a classroom 00:25:53.814 --> 00:26:00.654 and students will learn if your school leader if your administrators if your school managers 00:26:00.654 --> 00:26:04.014 wake up tomorrow and have another really good idea 00:26:04.014 --> 00:26:06.834 about what to do in your school, it will work. 00:26:06.841 --> 00:26:15.661 work. What we're interested in is what will work best. Another view of it, when we look 00:26:15.661 --> 00:26:20.821 at the distribution of the effects from the research, you can see the things, we've got 00:26:20.821 --> 00:26:26.801 a normal distribution curve sitting there, the things then sitting there in red, there 00:26:26.801 --> 00:26:31.741 were not many things that made student learning go backwards. But we can see where the zero 00:26:31.741 --> 00:26:40.221 point is at the end of the red and then we can see where the positive impacts are. So 00:26:40.221 --> 00:26:46.041 when I was working with a school last year that over the course of the year did a particular 00:26:46.041 --> 00:26:54.421 intervention in literacy with their year five students, they had an effect size of 1.56. 00:26:54.421 --> 00:26:58.781 That is a big effect size. 00:27:00.141 --> 00:27:03.761 And that was in a very, very low socioeconomic school 00:27:03.761 --> 00:27:07.161 where there's a sense of urgency in that school 00:27:07.161 --> 00:27:12.341 to really accelerate the progress and the learning of the students. 00:27:13.261 --> 00:27:17.801 So the principal of the school sent us the data for the year 00:27:17.801 --> 00:27:23.441 and said we got an effect size of 1.56 for our Year 5 students this year. 00:27:23.441 --> 00:27:28.021 please check my numbers because it must be wrong. 00:27:28.021 --> 00:27:31.841 We checked the numbers and we said it is not wrong. 00:27:31.841 --> 00:27:33.881 Absolutely you got an effect size of one 00:27:33.888 --> 00:27:42.888 1.56. Whatever you're doing, you need to esteem it. You need to share it with others. You need to 00:27:42.888 --> 00:27:48.748 treasure it. And that's one of the things that I think sometimes we're not very good at as educators, 00:27:49.148 --> 00:27:56.708 is really valuing the wonderful work that we are doing and sharing it with others. But to do that, 00:27:56.708 --> 00:28:02.488 you do need to know the impact that you're having. In the visible learning work that we do with 00:28:02.488 --> 00:28:10.088 schools, we're very, very, we emphasise very strongly that we're wanting schools to go 00:28:10.088 --> 00:28:17.208 through a process of reviewing and understanding and collecting evidence around many aspects 00:28:17.208 --> 00:28:22.668 of what's happening in their school, so they can identify the really great things that 00:28:22.668 --> 00:28:28.428 they're doing, so they can share them with other teachers in the school, and maybe even 00:28:28.428 --> 00:28:34.648 other parts of the school and then they can focus on the areas of weakness, the areas 00:28:34.648 --> 00:28:39.868 where they may need to put more effort and energy. But until you collect that evidence 00:28:39.868 --> 00:28:46.968 you can't possibly know what it is you need to focus on. When John was putting the research 00:28:46.968 --> 00:28:54.928 together he had to find a way to put it into categories and the six categories are sitting 00:28:54.928 --> 00:29:00.928 there's the curriculum. So he wanted to know what were the curriculum effects and we 00:29:00.934 --> 00:29:08.014 spend a lot of time changing school curriculums. I was responsible recently in New Zealand for the 00:29:08.014 --> 00:29:14.974 review of the New Zealand English curriculum. We spent a lot of time, a lot of effort, a lot of 00:29:14.974 --> 00:29:21.994 money on changing a curriculum. John was wanting to know from this what curriculum effects there were 00:29:21.994 --> 00:29:28.414 on student achievement. What were the things that the student was bringing to the classroom that 00:29:28.414 --> 00:29:34.794 would have an effect on their learning. What about the school and the school systems? Things 00:29:34.794 --> 00:29:41.974 like timetable. What effects do they have? What about the effects from the home? The 00:29:41.974 --> 00:29:48.194 teacher and the different approaches to teaching. So different programs for teaching were looked 00:29:48.194 --> 00:29:55.514 at as well. So John put everything into categories in terms of the research. So these are some 00:29:55.514 --> 00:30:01.994 of the things that we found in the research. I'm starting at 150. I'm not going to spend a lot of 00:30:01.994 --> 00:30:08.634 time on the bottom effects because we really need to focus on the top ones. But you can see in the 00:30:08.634 --> 00:30:15.694 table we have got the rank, so it's from 150 up to the very top one that you're going to see soon, 00:30:15.694 --> 00:30:21.674 which is the number one effect. You've got the number of studies that were included 00:30:21.674 --> 00:30:24.674 in this piece of analysis. 00:30:24.674 --> 00:30:27.974 And then in every study that was collected 00:30:27.981 --> 00:30:32.641 sometimes there were different effects actually being measured. 00:30:33.221 --> 00:30:35.181 Different aspects were being measured. 00:30:35.341 --> 00:30:38.881 So sometimes they have a lot more than one effect. 00:30:39.301 --> 00:30:41.701 And then you've got the effect size itself. 00:30:42.621 --> 00:30:48.981 So already we can see that mobility, which means shifting schools, 00:30:50.381 --> 00:30:55.701 shifting schools actually has a negative impact on students' achievement. 00:30:55.701 --> 00:31:03.501 Now I was working in a school last year where one student had shifted nine times during the year. 00:31:04.461 --> 00:31:06.421 Now that's a lot of shifting. 00:31:07.141 --> 00:31:14.201 I don't know what the context is for you for student shifting schools and whether or not it is an issue here. 00:31:14.941 --> 00:31:25.061 But one of the ways that the research says to mitigate against shifting schools is if a student makes a friend within the first month to six weeks. 00:31:25.701 --> 00:31:29.141 Now for a student who shifted nine times in a year, 00:31:29.141 --> 00:31:32.301 that's a lot of friends to make, isn't it? 00:31:32.301 --> 00:31:35.421 So what processes and programs and supports 00:31:35.421 --> 00:31:40.101 do you have in place for students who are shifting schools? 00:31:40.101 --> 00:31:41.921 Remembering if they make a friend 00:31:41.921 --> 00:31:44.041 within the first month to six weeks, 00:31:44.041 --> 00:31:46.241 we can start to mitigate that. 00:31:46.241 --> 00:31:49.041 And we look at some of these low effects 00:31:49.041 --> 00:31:52.981 and we talk about how can we mitigate against these effects? 00:31:52.981 --> 00:31:55.021 How can we put things in place 00:31:55.028 --> 00:31:59.628 to actually level those effects out. 00:31:59.628 --> 00:32:02.548 Holding students back a year. 00:32:02.548 --> 00:32:07.828 It is a practice that happens quite a lot in countries around the world, we have found, 00:32:07.828 --> 00:32:15.868 where a student is held back from going from grade four to grade five, grade five to grade six. 00:32:15.868 --> 00:32:24.268 We could find no evidence at all that it has any positive impact on student achievement. 00:32:24.268 --> 00:32:32.428 None. And we always find in audiences that we work with that somebody says, yes, but my auntie's 00:32:32.428 --> 00:32:38.988 mother's brother's cousin was held back and it didn't hurt them. And we say, that's fantastic. 00:32:39.548 --> 00:32:46.048 We suggest that you actually publish that because nobody has ever published anything yet that we 00:32:46.048 --> 00:32:51.628 could find that says it's positive. So for a lot of countries, a lot of places we work, that's a 00:32:51.628 --> 00:32:58.608 very challenging statistic. In fact, I was talking to a teacher or a school leader actually in Tokyo 00:32:58.608 --> 00:33:04.368 last week and they were considering holding a group of students back from progressing up to 00:33:04.368 --> 00:33:09.408 the next level next year and we had a really in-depth conversation about some of the things 00:33:09.408 --> 00:33:15.168 they might like to consider there. We know the effect and we've talked about you probably know 00:33:15.168 --> 00:33:21.608 the effect of summer vacation. Summer vacation or stopping learning can make students learning go 00:33:21.608 --> 00:33:22.068 backwards. 00:33:22.075 --> 00:33:28.575 particularly in mathematics, to a lesser extent in languages, in language acquisition. 00:33:30.255 --> 00:33:34.575 So we talk about, once again, how can we mitigate against that? 00:33:35.155 --> 00:33:41.735 How can we make sure that when students come to our classrooms on day one of the new school year, 00:33:41.995 --> 00:33:44.355 that we start the learning immediately? 00:33:45.655 --> 00:33:49.555 And I don't know if your classrooms are a lot like some of the ones I go into, 00:33:49.555 --> 00:33:52.495 where day one is us getting to know each other. 00:33:52.635 --> 00:33:56.155 By week three we've kind of almost started learning 00:33:56.155 --> 00:33:58.375 in a lot of classrooms I work in. 00:33:59.035 --> 00:34:03.535 So where is the sense of urgency to mitigate against that summer effect? 00:34:04.735 --> 00:34:08.195 And I think this might come up too when Leanne talks this afternoon 00:34:08.195 --> 00:34:09.655 and we have some discussion. 00:34:11.095 --> 00:34:14.635 The open versus traditional learning spaces, it doesn't matter 00:34:14.635 --> 00:34:19.815 if you have open plan spaces or if you have traditional classrooms. 00:34:20.495 --> 00:34:24.275 And once again, a lot of places I work have spent a lot of money 00:34:24.275 --> 00:34:26.755 on open plan learning spaces. 00:34:27.795 --> 00:34:30.475 And they think that that is going to be the answer 00:34:30.475 --> 00:34:32.435 to effective teaching and learning. 00:34:32.875 --> 00:34:34.215 Of course we know it's not. 00:34:34.295 --> 00:34:36.695 It's the quality of the teacher in this space 00:34:36.695 --> 00:34:38.735 that is going to make the difference. 00:34:39.975 --> 00:34:41.635 Recently, working in Australia, 00:34:41.635 --> 00:34:43.875 the government has spent a lot of money 00:34:43.875 --> 00:34:46.975 on open plan learning spaces. 00:34:46.975 --> 00:34:49.115 It's what happens in the spaces 00:34:49.121 --> 00:34:57.881 is important. Changing the school calendar, the research in this area was 00:34:57.881 --> 00:35:05.021 about shortening the school year, not having less time or greater holidays but 00:35:05.021 --> 00:35:09.821 actually just changing where the holidays are and it was seen that it 00:35:09.821 --> 00:35:16.241 really had very little impact on student learning and it's a whole lot of new 00:35:16.241 --> 00:35:22.741 research that's come out recently that some of you may want to read more about. Now for those of you 00:35:22.741 --> 00:35:28.581 who think I would like to know more about that particular piece of research, the book, and Leanne 00:35:28.581 --> 00:35:33.501 I think has got the book over there, I think Isabel's got it there as well, the book actually 00:35:33.501 --> 00:35:42.361 goes into the research in quite a lot of detail and then sometimes you also, everything is 00:35:42.361 --> 00:35:48.181 referenced in the book. So you can go to the original piece of research and actually find 00:35:48.181 --> 00:35:54.221 that and read it. So if there's something in particular you're interested in, you can 00:35:54.221 --> 00:36:01.461 do that. Teacher subject matter knowledge causes great concern to people because it 00:36:01.461 --> 00:36:07.361 sits at 0.09. And we would say, of course, if I'm a teacher and I've got deep knowledge 00:36:07.361 --> 00:36:09.701 knowledge of my subject area, 00:36:09.701 --> 00:36:13.041 then I'm going to be much, much better as a teacher. 00:36:13.041 --> 00:36:16.161 Well, there are a number of factors you need to consider. 00:36:16.168 --> 00:36:26.968 Number one, you may be an expert in your curriculum area, but that does not mean that your teaching skills or your pedagogy is really fantastic or really great. 00:36:28.208 --> 00:36:29.608 We need to think about that. 00:36:29.808 --> 00:36:42.928 The other thing that John and his colleague Richard Jager have been doing, have been looking at the research around teacher subject matter knowledge and doing their own research. 00:36:42.928 --> 00:36:47.068 and we would suggest that a lot of the classroom teaching 00:36:47.068 --> 00:36:49.388 in the research we have been doing, 00:36:49.688 --> 00:36:53.028 a lot of the teaching is at a very surface level. 00:36:54.288 --> 00:36:57.268 So if I said to you that the teacher down the road 00:36:57.268 --> 00:37:00.308 and the school just down the road has had to go home sick today 00:37:00.308 --> 00:37:03.968 and I would like you to go in there and teach that class 00:37:03.968 --> 00:37:08.088 and by the way they're learning Egyptian hieroglyphics, 00:37:09.128 --> 00:37:10.908 most of us could do it. 00:37:10.908 --> 00:37:21.668 Most of us could stay a page ahead of the students and teach Egyptian hieroglyphics at that very surface level, but we would not have the knowledge to go deep. 00:37:21.668 --> 00:37:29.748 So a lot of the classrooms that we see, we see a lot of very surface level teaching. 00:37:29.748 --> 00:37:35.088 Of course if you are teaching in a very deep and considered way and really moving students 00:37:35.088 --> 00:37:40.588 through those levels of processing, then you do need to have a really deep level of teacher 00:37:40.588 --> 00:37:43.208 subject matter knowledge. 00:37:43.215 --> 00:37:49.135 So this one concerns us and it's an area where we're doing a lot of research and a lot of 00:37:49.135 --> 00:37:50.695 thinking as well. 00:37:50.695 --> 00:37:55.015 And I'm going to be interested in your thoughts around that this afternoon when Leanne talks 00:37:55.015 --> 00:37:57.015 to you. 00:37:57.015 --> 00:38:03.235 Gender, the effects I see actually favours boys. 00:38:03.235 --> 00:38:08.295 Boys have a slightly better advantage than girls overall in terms of their achievement 00:38:08.295 --> 00:38:16.435 outcomes, but it depends also on the country that you're in. So for example, if I'm in 00:38:16.435 --> 00:38:22.855 Bahrain, it is better to be a boy in terms of my education, whereas if I live in Liechtenstein, 00:38:23.435 --> 00:38:29.635 you actually have an advantage if you're a girl. So this data and this particular set 00:38:29.635 --> 00:38:35.955 of information is also covered in the book, and you need to read that in more details. 00:38:35.955 --> 00:38:41.955 But gender overall, when you take it overall, all the countries in the world, there is not a big difference. 00:38:43.635 --> 00:38:52.555 Ability grouping refers to streaming classes, having the bright students, the middle students, and the less able students in streams. 00:38:53.295 --> 00:38:59.915 And you can see there that ability grouping does not have a particularly high effect size. 00:38:59.915 --> 00:39:04.755 In fact, a lot of the, in the research that we've looked at, 00:39:04.755 --> 00:39:10.255 a lot of the classes of the lower ability classes have teachers who are 00:39:10.261 --> 00:39:15.881 less qualified, less experienced, and in actual fact, those classrooms are rather deadening 00:39:15.881 --> 00:39:22.381 places to be. So what does that mean for students? And John was involved, John Hattie was involved 00:39:22.381 --> 00:39:29.401 in a very large court case in the United States a few years ago around equality and equity 00:39:29.401 --> 00:39:36.921 in education in terms of students who were put into those lower tracked classes. So we 00:39:36.921 --> 00:39:42.661 need to consider that in terms of our policies. What are we doing, what are you doing in terms 00:39:42.661 --> 00:39:48.341 of your policy around ability grouping or streaming students? The school, once again, 00:39:48.341 --> 00:39:54.481 I was working in last year, decided to, well this is a retention one really, but they actually 00:39:54.481 --> 00:40:01.121 decided to hold students back and not actually put them into those next classes and in actual 00:40:01.121 --> 00:40:06.241 fact by March or by only two months into the school year, all of those students, all 16 00:40:06.241 --> 00:40:11.121 of them had left school. So they're the kinds of issues that we're looking at in terms of 00:40:11.121 --> 00:40:18.761 how we take the research and actually use it. Matching learning styles. We have a lot 00:40:18.761 --> 00:40:23.741 sweeping the world around learning styles. Are you a kinesthetic, a visual and auditory 00:40:23.741 --> 00:40:29.721 learner? Really has very little impact. We shouldn't be labelling our students like that. 00:40:30.001 --> 00:40:34.701 We should be thinking about ways in for our students and certainly if a student actually 00:40:34.701 --> 00:40:37.301 and she has preferred way of learning, 00:40:37.308 --> 00:40:43.128 that as an entry point into then actually introducing other ways of learning for the 00:40:43.128 --> 00:40:48.768 student as well. You're not going to be successful in the world if you are just simply a kinesthetic 00:40:48.768 --> 00:40:55.628 learner for all of your life. We need to actually have other ways of learning too. 00:40:55.628 --> 00:41:00.768 So when we think about the work of Howard Gardner and multiple intelligences work that 00:41:00.768 --> 00:41:05.748 some of you may be familiar with, even that kind of thinking, even Howard Gardner would 00:41:05.748 --> 00:41:14.748 say, sometimes gets taken and misused. It's one of the dangers of our research as well. 00:41:14.748 --> 00:41:20.208 Sometimes some of our research gets taken and misused for particular reasons and that 00:41:20.208 --> 00:41:25.908 really leads me into the next one which I'm going to talk about which is class size. Class 00:41:25.908 --> 00:41:33.368 size is a very big issue in many countries in the world and class size really does not 00:41:33.368 --> 00:41:36.928 make a huge difference on student achievement. 00:41:37.688 --> 00:41:40.168 And teachers don't like to hear that. 00:41:41.288 --> 00:41:44.748 They think that if they've got fewer students in their classes, 00:41:45.008 --> 00:41:47.008 of course they're going to teach better. 00:41:47.888 --> 00:41:49.188 And most of us would think, 00:41:49.288 --> 00:41:51.728 well, it's going to give me the time to do all the things 00:41:51.728 --> 00:41:54.028 that are at the top of the effect size chart 00:41:54.028 --> 00:41:55.428 that you're going to see shortly. 00:41:56.208 --> 00:41:58.588 But in actual fact, the research says 00:41:58.588 --> 00:42:04.348 that if you take a class of 30 students and one teacher, 00:42:04.355 --> 00:42:07.915 and change it to a class of 20 students and one teacher, 00:42:08.395 --> 00:42:13.415 if the teacher doesn't change their practice, then nothing changes for the students. 00:42:15.055 --> 00:42:19.375 So it may improve teacher working conditions, 00:42:20.375 --> 00:42:23.355 but it doesn't necessarily improve student achievement, 00:42:23.655 --> 00:42:28.115 unless you combine it with the things that sit at the top of the effect size chart. 00:42:28.835 --> 00:42:32.875 Now this is something that governments around the world have taken, 00:42:32.875 --> 00:42:37.995 and they've said John Hattie says that class size doesn't make a difference. 00:42:38.395 --> 00:42:41.475 Therefore, we're going to increase our class sizes. 00:42:42.515 --> 00:42:45.475 And we go, no, no, no, that's not what we mean. 00:42:46.915 --> 00:42:51.035 Number one, it does improve student achievement by 0.21, 00:42:51.655 --> 00:42:56.335 but it doesn't improve it to the extent that we would expect it to. 00:42:57.375 --> 00:43:01.055 So if we were to reduce class sizes 00:43:01.055 --> 00:43:05.275 and then take our teachers and give them some new strategies and new thinking 00:43:05.275 --> 00:43:07.935 and new ways of working in their classrooms, 00:43:08.275 --> 00:43:13.115 then yes, it will improve student achievement. 00:43:13.875 --> 00:43:16.595 So we need to think about things like class size 00:43:16.595 --> 00:43:19.715 in the context of whole lots of other parts of the research, 00:43:19.715 --> 00:43:24.695 but we also get concerned when people take the research 00:43:24.695 --> 00:43:27.275 and use it for political purposes. 00:43:27.275 --> 00:43:31.255 We have no control over that, but it does happen. 00:43:31.402 --> 00:43:51.082 So at the moment, John's work has just been translated into German, and every day we're getting emails from very angry and frustrated German teachers sometimes, who are saying it is having a negative impact on what policies are being put in place in Germany. 00:43:51.082 --> 00:43:56.262 and the discussion is about saying the things that teachers don't do well 00:43:56.262 --> 00:43:58.482 and it's about being really hard on teachers 00:43:58.482 --> 00:44:02.822 and that disturbs us because that is not the intention of our work at all. 00:44:04.142 --> 00:44:08.822 So we run the risk of it being used for different purposes. 00:44:10.922 --> 00:44:13.722 Individualised instruction, 0.22. 00:44:15.262 --> 00:44:17.242 We would expect it to be more. 00:44:17.242 --> 00:44:21.642 In fact, a lot of people would rank it up there at the top. 00:44:22.522 --> 00:44:24.942 But what we're seeing and what you saw in the video 00:44:24.942 --> 00:44:28.622 were students working together, collaborating. 00:44:30.702 --> 00:44:33.682 And if you actually have individualised instruction, 00:44:33.842 --> 00:44:38.082 you don't have that opportunity for students to teach someone else. 00:44:38.402 --> 00:44:40.922 And one of the greatest ways that students can learn 00:44:40.922 --> 00:44:43.362 is actually to teach someone else. 00:44:43.362 --> 00:44:49.862 So individualised instruction doesn't have the impact we might expect. 00:44:49.862 --> 00:44:52.222 Summer school. 00:44:52.222 --> 00:44:58.442 Summer school has a bigger impact for students who are just... 00:44:58.448 --> 00:45:04.368 who are kind of in a position, I think, where they need to make some urgent gains, 00:45:05.168 --> 00:45:07.708 where they've got some issues in particular areas. 00:45:08.068 --> 00:45:13.028 Summer school, the research says, has a bigger impact for students in terms of mathematics 00:45:13.028 --> 00:45:15.408 rather than language, once again, 00:45:16.028 --> 00:45:21.108 and also has a bigger impact when it's really targeted to student needs, 00:45:21.888 --> 00:45:26.388 not just a blanket programme or one programme for everybody. 00:45:26.388 --> 00:45:39.208 So when it's really targeted to student needs, when it's in mathematics it has a bigger impact and when parents are involved in the process as well, once again it is one of the indicators of success of summer school. 00:45:40.468 --> 00:45:44.808 But it's not at the hinge point, which is the point four. 00:45:45.888 --> 00:45:51.508 So it can be, certainly can be beneficial and it may come up for discussion this afternoon. 00:45:51.508 --> 00:45:59.748 teaching test taking or coaching for tests sits at point two seven and let's be clear we make a 00:45:59.748 --> 00:46:06.328 real distinction in the work that we do between student achievement which is the results that 00:46:06.328 --> 00:46:14.188 they get maybe the test results that they get and student learning and sometimes we work with schools 00:46:14.188 --> 00:46:19.348 where the students are getting fantastic results. They're very, very high 00:46:19.348 --> 00:46:25.488 achievers. And we say that actually what we're wanting is for our students to 00:46:25.495 --> 00:46:33.095 be good learners. As students may be very able, but if they actually hit a road bump, 00:46:33.455 --> 00:46:38.835 or they hit a problem, or they hit a challenge, or something they don't know, are they resilient? 00:46:40.615 --> 00:46:43.195 Do they have strategies for coping with that? 00:46:46.015 --> 00:46:51.235 So we need to think really about the whole student, not just preparing them for tests, 00:46:51.235 --> 00:46:53.455 which is going to have a short-term effect, 00:46:54.075 --> 00:46:56.115 but how can we actually work with our students 00:46:56.115 --> 00:46:59.995 to have long-term and holistic effects on their lives 00:46:59.995 --> 00:47:02.115 and their education and their futures? 00:47:03.115 --> 00:47:07.015 So we're saying that when we have all the visible learning strategies in place 00:47:07.015 --> 00:47:11.135 and when we have students' control of their own learning, 00:47:11.475 --> 00:47:13.435 all of the things that we're talking about today, 00:47:13.715 --> 00:47:16.035 they are going to achieve fantastic results 00:47:16.035 --> 00:47:18.315 and we have the evidence to prove that. 00:47:18.315 --> 00:47:23.435 but by teaching test taking we're going to get short term results 00:47:23.435 --> 00:47:28.415 but not give our learners those skills to be lifelong learners 00:47:28.415 --> 00:47:32.155 with strategies to deal with things when things go wrong. 00:47:33.795 --> 00:47:36.695 Homework has a 0.29 effect size. 00:47:37.895 --> 00:47:38.935 This is an interesting one. 00:47:39.015 --> 00:47:41.695 This is one that has what we call a moderating effect 00:47:41.695 --> 00:47:44.935 and where there are different effects, say for boys or girls 00:47:44.935 --> 00:47:46.675 or high school or primary school, 00:47:46.675 --> 00:47:52.535 we're really keen to point that out and this is one of them. The effect of homework for 00:47:52.542 --> 00:47:59.682 school students is about zero. About zero. But the effective homework for high school 00:47:59.682 --> 00:48:06.782 students is about 0.59. When you average those out though, over all students, it comes out 00:48:06.782 --> 00:48:13.662 at 0.29 when you average all of the studies out. So what does that mean for us in terms 00:48:13.662 --> 00:48:20.902 of what we're doing in our schools? Because we're not saying get rid of homework because 00:48:20.902 --> 00:48:25.982 Because a lot of our parents judge the quality of our school by the amount of homework we 00:48:25.982 --> 00:48:27.982 give them. 00:48:27.982 --> 00:48:35.442 We're saying we need to be really smart about the homework that we do give our students. 00:48:35.442 --> 00:48:40.862 And some of the ways to get the biggest impact from homework for younger students, and when 00:48:40.862 --> 00:48:45.502 I say younger students, there's some new research just come out of Australia over the last two 00:48:45.502 --> 00:48:51.482 months that is saying that homework really does not have a positive effect, a significant 00:48:51.482 --> 00:48:58.202 positive effect until the students are about 15 years old. 00:48:58.202 --> 00:49:03.542 So one way to really maximise the effect or get the biggest effect from homework for younger 00:49:03.542 --> 00:49:08.842 students, there are three things that the research says to do. 00:49:08.842 --> 00:49:14.942 One is to keep it relevant to what you have been doing during the class that day. 00:49:14.942 --> 00:49:17.442 So it's reinforcing a mathematics concept. 00:49:17.442 --> 00:49:19.582 It's reinforcing an aspect of literacy 00:49:19.589 --> 00:49:26.869 learning. It's reinforcing some science concepts, but absolutely relevant to today. You keep it 00:49:26.869 --> 00:49:34.809 brief, and by brief, we'd say 10 minutes or less. Brief. And the other thing that you have to do is 00:49:34.809 --> 00:49:41.629 to mark it or acknowledge it or give it feedback in some way. So this is quite a different way of 00:49:41.629 --> 00:49:46.649 thinking to those great long research projects or projects. You know, I want you to do a project and 00:49:46.649 --> 00:49:49.489 we'll mark it in two weeks time. 00:49:49.489 --> 00:49:51.849 We're talking about maximising, 00:49:51.849 --> 00:49:54.049 getting the biggest impact from homework. 00:49:54.049 --> 00:49:57.769 Brief, relevant and market. 00:49:57.769 --> 00:50:00.409 So what does that mean in terms of the homework policies 00:50:00.409 --> 00:50:04.769 you have got in your schools or your district users? 00:50:04.769 --> 00:50:06.729 What does that mean for you? 00:50:06.729 --> 00:50:08.409 One of the most effective schools 00:50:08.409 --> 00:50:10.209 that we've been working with lately, 00:50:10.209 --> 00:50:13.049 the parents are coming in and working with the teachers 00:50:13.049 --> 00:50:15.329 to actually be assigning homework. 00:50:15.329 --> 00:50:23.289 Because for a lot of our students, homework simply reinforces for them that they cannot do the work. 00:50:24.369 --> 00:50:31.509 And sometimes a lot of the homes that the homework goes back to, the parents also don't have the skills or the knowledge to be able to help. 00:50:31.869 --> 00:50:42.089 So by giving those long-term projects, it can have a very negative effect on students and their learning and their perceptions and their beliefs about themselves as learners. 00:50:42.089 --> 00:50:46.629 So brief, relevant to today, 00:50:46.635 --> 00:50:53.595 and market and we can see bigger impacts from homework and getting our parent community involved 00:50:53.595 --> 00:51:02.355 in that. Inquiry-based teaching and I know I've spoken to some people here this morning who are 00:51:02.355 --> 00:51:09.215 who are teaching the IB program in schools which is it's totally got an inquiry-based approach. 00:51:09.215 --> 00:51:14.775 inquiry when it's actually got a scaffold or a structure around it 00:51:14.775 --> 00:51:18.035 is far more useful than simply 00:51:18.035 --> 00:51:22.855 handing over to the students and saying I want you to go and find out about 00:51:22.855 --> 00:51:26.415 RAIN for example 00:51:26.415 --> 00:51:29.795 where some students have got no way in 00:51:29.795 --> 00:51:33.335 they've got no strategies to know even when to start 00:51:33.335 --> 00:51:34.695 or where to start 00:51:34.695 --> 00:51:45.075 And sometimes we do our students a disservice when we're not actually giving them those scaffolds to actually access the learning that we're wanting them to do. 00:51:45.775 --> 00:51:54.015 So when we talk about inquiry-based teaching, in many countries in the world, some teachers get very upset. 00:51:54.495 --> 00:52:03.095 Because that is the philosophy or the thinking or the big new wave that is sweeping a lot of places in the world. 00:52:03.095 --> 00:52:07.075 So they don't like hearing the message that actually, 00:52:07.075 --> 00:52:08.635 it's sitting there at point three one, 00:52:08.635 --> 00:52:11.775 which is pretty high, but it's not at the hinge point. 00:52:11.775 --> 00:52:13.675 So we say scaffold it. 00:52:13.682 --> 00:52:19.922 Give students the way into that so they can successfully actually inquire. 00:52:19.922 --> 00:52:22.102 Like the students could at Stonefields. 00:52:22.122 --> 00:52:25.162 They were doing something they were calling breakthrough. 00:52:26.942 --> 00:52:29.922 And you heard, I think it was Ruby, talking about doing breakthroughs. 00:52:30.862 --> 00:52:33.522 You can do anything, go beyond the limits, 00:52:34.062 --> 00:52:38.622 but they do have very structured ways into that and supports for students to do it. 00:52:38.622 --> 00:52:45.702 look at decreasing disruptive behaviour sitting on point three four we cannot underestimate the 00:52:45.702 --> 00:52:50.002 effect that disruptive behaviour actually has on other students and their learning 00:52:50.002 --> 00:52:57.262 but we can as educators mitigate against it and it doesn't mean in many classrooms that I go into 00:52:57.262 --> 00:53:01.982 that you simply get rid of that you know ask that the naughty ones to leave and put them in a 00:53:01.982 --> 00:53:08.582 different room, but what strategies are we using to actually manage that and how are 00:53:08.582 --> 00:53:13.402 we collaborating as education professionals to discuss that in our schools? 00:53:15.562 --> 00:53:20.562 Principals and school leaders, the good news for you is that you sit nearly at the hinge 00:53:20.562 --> 00:53:21.022 point. 00:53:22.322 --> 00:53:24.042 You're nearly at point four. 00:53:25.182 --> 00:53:28.382 But once again, we have got moderating effects. 00:53:28.382 --> 00:53:34.822 And those moderating effects make a distinction in the research between different types of leadership. 00:53:34.822 --> 00:53:40.722 And I'm sure many of you will have read a lot about leadership and different leadership styles distributed. 00:53:40.729 --> 00:53:48.069 leadership, all sorts of types of leadership, and we have whole institutes devoted to talking 00:53:48.069 --> 00:53:52.969 about leadership. From the research that we have included in the visible learning research 00:53:52.969 --> 00:53:57.809 and the meta-analysis and the pulling together of this information, we look at this difference 00:53:57.809 --> 00:54:02.169 between instructional and transformational. And I want to spend a few minutes talking 00:54:02.169 --> 00:54:08.769 about that. So what I... Oh, sorry, that's got cut off down the bottom. So I want you 00:54:08.769 --> 00:54:13.249 to have a look at this and just spend a moment looking at the different lists, transformational 00:54:13.249 --> 00:54:18.509 leadership and instructional leadership, and think about the schools that you work with 00:54:18.509 --> 00:54:24.329 or the leaders that you work with and which type of leaders are they. Have they got a 00:54:24.329 --> 00:54:30.029 tendency to lean to transformational or instructional? So I'm just going to give you a few moments 00:54:30.029 --> 00:54:33.729 to read through the list. That bottom one is a high, well you can see it, it is there, 00:54:33.729 --> 00:54:36.269 a high degree of autonomy for this school. 00:54:36.449 --> 00:54:37.509 I think that is it. 00:54:39.349 --> 00:54:40.469 So a couple of minutes. 00:54:40.949 --> 00:54:43.649 So people who are online, I'm just giving people a couple of moments 00:54:43.649 --> 00:54:47.809 to talk about the two lists, the transformational and instructional leadership 00:54:47.809 --> 00:54:49.109 that are on the screen. 00:54:49.569 --> 00:54:50.569 Take a moment to talk. 00:55:03.729 --> 00:55:33.709 Thank you.