WEBVTT 00:00:00.000 --> 00:00:02.000 Music 00:00:02.000 --> 00:00:07.000 Music 00:00:12.460 --> 00:00:17.140 Welcome to those who have come the furthest to visit us today, 00:00:17.140 --> 00:00:18.060 and to those who are joining us today, 00:00:18.064 --> 00:00:20.064 joining us online. 00:00:20.064 --> 00:00:22.064 As Ben has already mentioned, 00:00:22.064 --> 00:00:25.064 we're particularly pleased to have our speakers today, 00:00:25.064 --> 00:00:28.064 to have Debra Masters and Huang Li-Yan, 00:00:28.064 --> 00:00:30.064 and I will be introducing them in a little bit more detail 00:00:30.064 --> 00:00:32.064 when they come on. 00:00:32.064 --> 00:00:34.064 But I also want to mention two other guests we have, 00:00:34.064 --> 00:00:36.124 who have come with Deb, 00:00:36.128 --> 00:00:39.568 from a distance, Terry Bates, who is the CEO 00:00:39.568 --> 00:00:41.888 of Cognition Education Limited. 00:00:41.888 --> 00:00:43.268 Now, Terry is somewhere. 00:00:43.268 --> 00:00:44.088 Would you like to stand up? 00:00:44.088 --> 00:00:45.168 That's Terry. 00:00:45.168 --> 00:00:47.428 And he's come from New Zealand. 00:00:47.428 --> 00:00:50.148 And welcome to him. 00:00:50.148 --> 00:00:54.188 If you want to ask anything about the work 00:00:54.192 --> 00:00:56.992 that they do, then he's here to be asked 00:00:56.992 --> 00:01:00.712 and to be talked to at lunchtime, at the coffee break, 00:01:00.712 --> 00:01:02.692 or any other time at all. 00:01:02.692 --> 00:01:04.552 And the other guest is Sally Smart, 00:01:04.552 --> 00:01:06.852 who's the Southeast Asia Regional Manager 00:01:06.852 --> 00:01:08.352 of the same organization. 00:01:08.352 --> 00:01:09.892 Sally's based in Kuala Lumpur. 00:01:09.892 --> 00:01:12.252 There's Sally there, so welcome to her. 00:01:12.256 --> 00:01:17.256 So please feel free to speak to them. 00:01:17.296 --> 00:01:19.396 Now what I'm going to do by way of introduction 00:01:19.396 --> 00:01:22.796 is to say a little bit about the focus of today 00:01:22.796 --> 00:01:24.836 and a little bit about how we're going to work, 00:01:24.836 --> 00:01:27.516 the practicalities of today as well. 00:01:27.516 --> 00:01:30.316 So in terms of the focus and the theme 00:01:30.320 --> 00:01:32.080 of what we're doing. 00:01:32.080 --> 00:01:34.780 I am the guilty party for writing the notes 00:01:34.780 --> 00:01:36.900 that you received in advance, 00:01:36.900 --> 00:01:40.320 so any mistakes or generalizations there are mine, 00:01:40.320 --> 00:01:42.400 so you can have a go at me on that. 00:01:42.400 --> 00:01:46.480 But the theme for today is really about research. 00:01:46.480 --> 00:01:48.380 It's about what does research 00:01:48.384 --> 00:01:53.384 research teach us about effective teaching and learning. 00:01:54.264 --> 00:01:56.364 There's such a lot of research, 00:01:56.364 --> 00:01:58.964 and there's so many governments and ministries 00:01:58.964 --> 00:02:02.824 and schools and states that want to improve 00:02:02.824 --> 00:02:05.244 and want to try things that will make 00:02:05.244 --> 00:02:06.444 teaching and learning better. 00:02:06.448 --> 00:02:10.208 but they haven't time to set up new research projects, 00:02:10.208 --> 00:02:13.268 and we've all been in that position advising people. 00:02:13.268 --> 00:02:17.928 But what we need to do is at least to see what the evidence is, 00:02:17.928 --> 00:02:20.388 and that enables us to begin to consider, 00:02:20.388 --> 00:02:24.508 is this evidence relevant to my situation, or is it not? 00:02:24.512 --> 00:02:27.952 Is it different where I work, or where my government works, 00:02:27.952 --> 00:02:31.612 or where my school is, or are there parts that are the same 00:02:31.612 --> 00:02:33.452 and parts that are different? 00:02:33.452 --> 00:02:35.652 So this is what today is about. 00:02:35.652 --> 00:02:37.692 The work that John Hattie has done, 00:02:37.692 --> 00:02:39.492 which Deb will be telling you about, 00:02:39.492 --> 00:02:42.572 has brought together the results of large amounts 00:02:42.576 --> 00:02:46.736 of research in a way that few people have done before. 00:02:46.736 --> 00:02:50.616 And it saved you reading 200,000 research reports, 00:02:50.616 --> 00:02:53.076 so you should thank Deb very much for that. 00:02:53.076 --> 00:02:56.876 But she will be telling you some of the findings there. 00:02:56.876 --> 00:03:00.636 And what I'd like all of us to do is to consider 00:03:00.640 --> 00:03:02.400 Is this what we expected? 00:03:02.400 --> 00:03:04.260 Are we surprised at this? 00:03:04.260 --> 00:03:06.260 Would this work in our schools? 00:03:06.260 --> 00:03:08.760 Is there something different about where we are? 00:03:08.760 --> 00:03:12.580 Or do we know of research that's available to us 00:03:12.580 --> 00:03:14.380 that has a different finding, 00:03:14.380 --> 00:03:18.700 or Paul calls some of these points into question? 00:03:18.704 --> 00:03:20.704 questions to have in your mind. 00:03:20.704 --> 00:03:22.704 At the beginning, towards the beginning of Deb's 00:03:22.704 --> 00:03:25.704 presentation, you'll see a little film of some 00:03:25.704 --> 00:03:28.704 kids in a school in New Zealand. 00:03:28.704 --> 00:03:30.704 This is in New Zealand, that's right. 00:03:30.704 --> 00:03:33.704 Now you may think, gosh, that's very different 00:03:33.704 --> 00:03:34.704 from the schools that I know. 00:03:34.704 --> 00:03:36.764 Or you might think it's very similar. 00:03:36.768 --> 00:03:40.008 but the question for you to be asking is, 00:03:40.008 --> 00:03:43.008 in my schools or the schools in my country, 00:03:43.008 --> 00:03:46.088 will things like that, could things like that go on? 00:03:46.088 --> 00:03:47.828 Would they be effective in the same way 00:03:47.828 --> 00:03:50.788 or is there something different about them? 00:03:50.788 --> 00:03:52.988 The research which is being reported to us today 00:03:52.988 --> 00:03:54.828 is almost all the same. 00:03:54.832 --> 00:03:57.452 in the English language, almost all, 00:03:57.452 --> 00:04:00.072 and a lot of it was based in the United States. 00:04:00.072 --> 00:04:02.532 Of course, the United States is a multiracial continent, 00:04:02.532 --> 00:04:04.712 so that itself is very wide, 00:04:04.712 --> 00:04:06.912 but the question for us in Asia is, 00:04:06.912 --> 00:04:08.912 what does this mean for us? 00:04:08.912 --> 00:04:11.112 And one other thing I would say, 00:04:11.112 --> 00:04:12.892 to clarify one point at the beginning, 00:04:12.895 --> 00:04:22.895 Deb will refer quite a lot to a book that John Hattie wrote that then led to other publications that many of you will have heard of called Visible Learning. 00:04:22.895 --> 00:04:28.895 And there's a leaflet on the tables referring to some activities following on from that. 00:04:28.895 --> 00:04:30.955 Back to research base. 00:04:30.959 --> 00:04:33.619 for effective teaching and learning. 00:04:33.619 --> 00:04:37.279 And it is my great pleasure to introduce Deb Masters 00:04:37.279 --> 00:04:40.139 as our speaker for this morning. 00:04:40.139 --> 00:04:42.599 Deb is an experienced educator. 00:04:42.599 --> 00:04:44.499 She has a background in teaching, 00:04:44.499 --> 00:04:46.459 both at primary and secondary level, 00:04:46.459 --> 00:04:49.019 but also is an expert on assessment, 00:04:49.023 --> 00:04:53.023 She's worked with John Hattie on the work on visible learning that we've heard about, 00:04:53.023 --> 00:04:58.523 and she's also worked with a number of ministries, including the New Zealand Ministry in Wellington. 00:04:58.523 --> 00:05:07.083 We're very pleased to hear from her today about the evidence base for what is effective in teaching and learning. 00:05:07.087 --> 00:05:10.087 I know that you're going to enjoy working with her today. 00:05:10.087 --> 00:05:14.087 And as with myself, my request on behalf of Deb 00:05:14.087 --> 00:05:16.087 is if any of you are having problems 00:05:16.087 --> 00:05:19.087 in understanding what either of us is saying, 00:05:19.087 --> 00:05:21.087 don't suffer in silence. 00:05:21.087 --> 00:05:24.087 Put your hand up and we'll speak a little slower 00:05:24.087 --> 00:05:25.147 or we'll repeat it. 00:05:25.151 --> 00:05:31.031 what we're going to say. And very lastly, if you're facing the back, the front, if you're feeling 00:05:31.031 --> 00:05:36.551 uncomfortable about seeing the screen up there, feel free to move your chair around so that you 00:05:36.551 --> 00:05:43.211 can sit comfortably and see the presentation. Having said that, I'd like you all to join me in welcoming 00:05:43.215 --> 00:05:44.895 debt masters. Thank you.