John Hattie admits that half of the Statistics in Visible Learning are wron
At the researchED conference in September 2013, Professor Robert Coe, Professor of Education at Durham University, said that John Hattie’s book, ‘Visible Learning’, is “rid…
Redesigning Classrooms: Using SOLO to Increase Challenge | @LeadingLearner
If we are going to Redesign Schools then we are going to need to redesign classrooms. Most of the changes to education over the past thirty years have been to do with the structure of education, i…
1) The document outlines evidence from 700+ meta-analyses on influences on student achievement, identifying teaching strategies and teacher behaviors as having among the largest effects.
2) It finds that the typical effect across all studies is an effect size of 0.40, equivalent to advancing student achievement by approximately 9 months.
3) The document ranks various influences and finds that reducing disruptive behavior, providing feedback, and accelerating gifted students have among the largest positive effects on achievement, while retention, mobility between schools, and television viewing have some of the most negative effects.
Teachers in Highland Park, Michigan, conducted research and began an effective reading instruction program for students who were not succeeding in school. Reciprocal Teaching raised hopes, expectation
