In education, we are often inundated with programs, curriculums, and frameworks that are “guaranteed to increase student learning”. Promises of a silver bullet that will fix all learning difficulties find their way to teachers and administrators alike. But as John Hattie points out in Visible Learning, it’s hard not to show growth or “evidence” for a program when the bar is set at zero.
As I began my study of Visible Learning for Literacy, much of the initial learning was not concentrated on what works in literacy, but what accelerates students’ learning in any classroom. Hattie identifies what works in education based on his research and a hinge point of .40 or greater. (The hinge point is any influence with an effect size of .40 or greater as having a positive impact on learning where acceleration extends beyond what a student can achieve in one year of simply attending school.)
Identifying high-impact influences and practices enhance an educator’s role as they reflect and evaluate their teaching by placing research and evidence in their hands. “What Works” in the classroom shifts from a buzzword to intentional practice that will accelerate learning. While Hattie identifies many influences above .40, I’ve narrowed the list down to 6 that apply to all educators.
6 Practices that “Work” to Accelerate Student Learning
- Teacher credibility (.90 effect size) Trust, competence, energy, enthusiasm, and consistency are among the top characteristics students consider when determining if their teacher is credible and if they are going to choose to learn from them.
- Teacher-Student Relationships (.72 effect size) Positive teacher-student relationships involve trust, fairness, open communication and maintenance to sustain and impact student learning.
- Classroom Management (.52 effect size) Students understand expectations and are consistently held to those expectations. Promotes healthy relationships with teachers and peers.
- Self-Reported Grades/Student Expectations (1.44 effect size) Students set their own goals, monitor their own achievement, and reflect upon their process of learning.
- Teacher Clarity (.75 effect size) Learning targets are clear and articulated with success criteria. Students should be able to answer: What am I learning today? Why am I learning this? How will I know that I learned it?
- Feedback (.75 effect size) Just-in-time feedback identifies where the student is at, what the expectation is, and actions they can take to close the gap.
Simply put, be genuine and clear, relationships matter, create a safe environment that nurtures independence, and feedback moves students not grades!