Transcript Unpacking Hattie*s Effect Sizes

http://miblsi.cenmi.org
Explicit Teaching and the
Role of Automaticity
Laura Colligan & Kim St. Martin
March, 2015
Agenda
1.0 Review from previous session
2.0 Why the dissension?
3.0 Memory skills and school success
4.0 Matching teaching styles to learning
styles – an urban legend
5.0 Braiding our learning into practice
6.0 Next Steps
3
1.0 Review from Previous Session
4
Big Ideas from Previous Session
• Goal is to get information so automatic,
it can be easily accessed from longterm memory
• If this is done, it reduces cognitive load
• There are two types of cognitive load:
1. Intrinsic
2. Extraneous
5
Recall: Sources of Overload
• Little prior knowledge
Intrinsic
• Weak mental strategies or inappropriate
strategies to learn the information or cope with
overload Extraneous
• Unrealistic expectations for learning (goal too
high) Extraneous
• Poor instruction Extraneous
• Learning conditions were not favorable for
learning the information Extraneous
• Anxiety around assessment
Intrinsic
6
Big Ideas from Previous Session (cont.)
• The Principles of Instruction, steps of direct
instruction, steps of explicit instruction are
designed in such a way to help information
move from short term memory to long term
memory
• The Principles of Instruction, steps of direct
instruction and steps of explicit instruction
include entry points where problem-based
learning, inquiry would be appropriate to
foster deeper learning
7
But…there is still some
dissention with the messaging of
direct instruction and inquiry
9
2.0 Why the Dissension?
10
Current Dissension
• Direct instruction and inquiry: Some still
believe the message is one over the other
• Direct instruction, inquiry and their role in
teaching students mathematical concepts
• Argument seems to be to refute Hattie’s work
on the basis of the methodologies he used to
calculate the effect sizes
11
Important Thing to Note
• Hattie’s work has been integral in our
unpacking of the effects of
interventions / innovations BUT it has
not been the sole citation for why some
things are more effective than others
12
These are just a few of the
resources that we have used
to tie together many of the
pieces we have been
working on for a few years
(MTSS, Hattie’s effect sizes,
what we know about
knowledge acquisition,
systems to support
implementation, etc.)
Why the all the Resources?
• The push in this county for evidence based
practices (instructional practices, programs,
etc.) has been consistent and relentless
• Criticisms have been made and as a result
having multiple sources of information /
research / guidance to point to helps us
respond to the criticisms
14
Activity
Read document titled, “Corrections in VL2”
that was written by John Hattie.
Discuss the information in this document
and whether it will be helpful to you based
on questions you have gotten from staff?
As leaders, what talking points could you
provide to staff who are drawing attention
away from the message?
15
One final point about the
dissension…
16
Limitations of Teachers Who are Content
Experts
• Underestimate the level of difficulty for
novice learners
• Can struggle to effectively
communicate the content knowledge
• Concepts are so automatic it is easily
forgotten what it took to learn the most
basic skills in the content area
17
Characteristics of Teachers Who are
Experts in Instruction
• High level of pedagogical knowledge
• Higher ability to improvise and adjust
instruction based on the situation
• Deep understanding of why students are
successful or are unable to perform a task
• More apt to provide appropriate learning
strategies that engage, challenge intrigue
without overwhelming
Hattie, 2009
18
Characteristics of Teachers Who are
Experts in Instruction (cont.)
• More apt to anticipate and plan for the
challenges students will encounter when
learning new tasks
• Higher ability to improvise when things are
not going as expected
• Accurate in hypothesis generation about
what is causing students success or failure
• Distinct passion
Hattie, 2009
19
3.0 Memory Skills and School
Success
20
Memories
• Memories from birth to age three are
unavailable (infantile amnesia)
• Age three you remember episodes (episodic
memory)
• Rich conversations play a large role in
developing a child’s memory system
(elaborative reminiscing style)
– Gives the child the chance to practice searching
for and retrieving information through narrative
accounts
21
Teaching Memory Skills
• Going to school has cognitive benefits
• Alters the ways students organize their
perceptions, language skills and knowledge
storage systems
• Our minds want and needs recitation along
with other things like elaboration (connecting
the information you are trying to remember to
existing information to get it to LTM) and
imagery
22
“There is nothing wrong in
stressing that memorization and
understanding go hand in hand.”
(Hattie and Yates, 2014, p. 170)
23
Activity
Read pages 162-164 in your Visible Learning
and the Science of How We Learn books.
• Why does “memorization” have a bad
rap?
• How can we use this information and
distinguish between the benefits of
teaching memorization skills from
common sayings like “drill and kill?”
24
4.0 Matching Teaching Styles to
Learning Styles: An Urban Legend
25
Unpacking the Myth
• VAK Model: Visual, auditory and kinesthetic
learning styles
– Says that most of us are visual learners;
however, auditory learners benefit from hearing
words and learn through language / vocabulary
building
• Model has been around for 50 years
26
Unpacking the Myth (cont.)
• Effectiveness of the VAK Model –
Conclusion: “there is not any recognized
evidence suggesting that knowing or
diagnosing learning styles will help you teach
your students any better than knowing their
learning style
27
Recall: Conditions for Learning
1. Time, effort and motivation
1. Concentration (spans are short)
1. Distributed practice - more effective than
massed practice (or cramming)
1. Prior knowledge - effects are powerful
1. Multimedia input - is important (mind responds
to the combination of visual and auditory
information)
1. Mind needs to do something with the
information
28
Activity
Read the sections of in your Visible
Learning and the Science of How We Learn
books.
• “A brief topical history…” on pp. 177-178
(top)
• “Significant reviews of the empirical
research…up through “In Perspective
(pp. 181-184)
How does this align or conflict with what
you learned or with what your teachers
believe to be true?
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5.0 Braiding our learning into
practice
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APPLICATION
Focus Question:
How do we translate what we have been
learning about Hattie, Explicit Instruction,
Student Engagement, and Active Feedback
into practice?
Now, let's look at some samples within
Ingham.....
31
APPLICATION
First Step: Strategic Discussion Groups
• Look at your name tag and locate
colored dot. There is a corresponding
poster on the wall. This is the cross
district group you will be in.
• Each group will watch a short TLT
video and take notes looking for the
principles of effective instruction,
explicit instruction, &/or direct
instruction on the observation form.
33
APPLICATION
Second Step:
• Debrief as a group
• On chart paper list:
• 3 Elements of direct/explicit Instruction
• 2 Questions
• 1 Opportunity/recommendation to
increase impact of lesson
34
APPLICATION
WHOLE GROUP SHARE OUT
35
6.0 Next Steps
36
Next Steps
• Feedback Sheets
• Dates for next year
• Updates
37