Professional Documents
Culture Documents
excellent teachers?
John Hattie
Teachers
Students
Home
Peers
Schools Principal
Distribution of Effect-sizes
400
350
300
250
Average (.4)
200
150
100
50
0
-1.3 -1 -0.8 -0.5 -0.3 -0.1 0.1 0.3 0.5 0.7 0.9 1.1 1.3 1.5 1.7 1.9 2.1 2.3 2.6 3
Effect-size
Influence Effect Size Source of Influence
Feedback 1.13 Teacher
Students prior cognitive ability 1.04 Student
Instructional quality 1.00 Teacher
Direct instruction .82 Teacher
Remediation/feedback .65 Teacher
Students disposition to learn .61 Student
Class environment .56 Teacher
Challenge of Goals .52 Teacher
Peer tutoring .50 Teacher
Mastery learning .50 Teacher
Parent involvement .46 Home
Homework .43 Teacher
Teacher Style .42 Teacher
Questioning .41 Teacher
Peer effects .38 Peers
Advance organisers .37 Teacher
Simulation & games .34 Teacher
Computer-assisted instruction .31 Teacher
Testing .30 Teacher
Instructional media .30 Teacher
Aims & policy of the school .24 School
Affective attributes of students .24 Student
Physical attributes of students .21 Student
Programmed instruction .18 Teacher
Ability grouping .18 School
Audio-visual aids .16 Teacher
Individualisation .14 Teacher
Finances/money .12 School
Behavioural objectives .12 Teacher
Team teaching .06 Teacher
Physical attributes (e.g., class size) -.05 School
Television -.12 Home
Retention -.15 School
Difference between Expert
and Experienced Teachers:
The Review
Five major dimensions of
excellent teachers
9.00am - 4.00 pm
Strategic Directions for New Zealand Schools - A New Framework for Public Education in the
Next Decade Brian Caldwell - Dean of Education, University of Melbourne
7.00 - 9.00 pm
A proposal to identify New Zealand’s best teachers. What is an accomplished teacher and
how would we know if we saw one? Dr Gary Galluzzo
Contact: mt.millet@auckland.ac.nz
The Teachers
Experienced teachers
Group 1 17 scored – 1.25 standard deviations from the cut score
Group 2 17 scored between .25 and .75 below the cut score
Expert teachers
Group 3 15 scored between .25 and .75 above the cut score
Group 4 16 scored + 1.25 standard deviations from the cut score
Dimensions of expertise in teaching and
measures for each dimension.
Lesson Transcript
Teacher Interview
Pre-Observation
Assignment Log
Writing Sample
Questionnaires
& Observation
Student Work
Interviews
Questions
Samples
Student
Student
Coding
Dimension
Use of Knowledge 9 9
Deep Representations 9 9
Problem Solving 9 9
Improvisation 9 9
Challenge of Objectives 9 9 9
Classroom Climate 9 9
Multidimensional Perception 9 9
Sensitivity to Context 9 9
Monitoring Learning and Providing 9 9
Feedback
Test Hypotheses 9
Respect for Students 9 9 9 9
Passion for Teaching and Learning 9
Motivation and Self-Efficacy 9
Outcomes of Lessons: Surface and 9 9 9 9
Deep
Outcomes of Lessons: Achievement 9 9
Teacher Interviews
Before
What did you think about as you planned?
What factors influenced your planning?
If one of your students had difficultly understanding (specific content from lesson
observed), what are some suggestions you could generate for helping him/her to
make connections?
After
What were the most important decisions you made during today’s lessons?
What influenced your lesson planning?
What expectation do you have for [student’s name]
How does [student’s name] approach to learning vary from day to day?
Would you rate this lesson as successful? Why or why not?
How else could the lesson have gone?
What particular things do you want to accomplish as teacher?
Lesson Transcripts
Analyze to determine teacher’s ability to use classroom data to define and address
learning.
Determine the degree with which questions were used to assess skill, obtain
control, or exercise management in the classroom.
Determine how teachers generate specific modifications to activities that address
the changing social and cognitive needs of students.
Coded independently based on surface and deep learning opportunities, teacher
questions and student responses to teacher, to each other, and to concepts.
Classroom Observation
Code students’ off- and on-task behaviours.
Student engagement in lesson.
Class groupings.
Management vs. instructional time.
Nature of classroom activity (e.g., development of new content, review, practice,
enrichment, assessment, homework, transitional, lesson close, assigning tasks,
relationships)
Code feedback – amount and nature, and from whom to whom.
Determine teacher’s ability to identify events occurring simultaneously in the
classroom.
Scenarios
It is five weeks into the school year, and you have just been assigned a new English
class, because the previous teacher left abruptly. The previous teacher left a grade
book with grades and attendance recorded, student information cards containing
demographic information on one side and teacher comments about the student on the
other, corrected tests and homework assignments, and the text book. Question:
Imagine that you have no more than 4-5 minutes before you meet the class for the
first time, what would you plan to do in the first lesson?
Student Interviews
Tell me what you did during this lesson [Probe for examples[
What do you think your teacher wanted you to learn today?
What expectations do you believe the teacher has of you?
Student Surveys
Tell me what you did during this lesson [Probe for examples]
What do you think your teacher wanted you to learn today?
What expectations do you believe the teacher has of you?
Artifacts from the lessons
Capacity Student encodes the given information Student thinks about more
and may use a recall strategy things at once.
to provide an answer.
Consistency and Student often seizes Student finds and records Student works toward Student leaves room for
closure on immediate recall facts, can make decisions consistency; student is inconsistency across
information. based on facts; student able to see and create context (comfortable with
can use several pieces of coherent wholes, ambiguity).
information, but the integrating information Motivation is a deep-seated
pieces remain discreet. into moderately concern to achieve;
Student can compare and complex combinations. involves willingness to
combine information. invest time/energy;
inclination to get
satisfaction from obtaining
insights.
Structure Student uses one Student uses several Student makes use of Student demonstrates
relevant piece of relevant pieces of an underlying ability (or even need) to
information to information to approach conceptual structure to generalize concepts beyond
approach the task. the task. approach the task. the original context.
Differences in Means between Experts
and Experienced Teachers
Percentage of Student Work
classified as Surface or Deep
Percentage of Student Work classified as Surface or Deep
80
70
60
50
40
30
20
0
Experienced Experts
D
ee
p
R
ep
re
se
0.2
0.4
0
0.6
0.8
1.2
nt
Pr at
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m
A So
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Be at
ea
tte nd
D r
Essential
Pl
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Representations
isi
on
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om
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& to
M
Guiding learning
on C
on
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Le
ar
Te ni
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H
yp
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A
Feedback
ut
R om
Monitoring and
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fo
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En Pa
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En in
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Effect-sizes of differences between Expert and Experienced Teachers
tc ar
Affective attributes
nc ha ni
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fa in
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Outcomes
Influencing Student
Expert and Experienced Teachers
Effect-sizes of differences between
Effect-size
Challenge
STUDENTS’ LEVELS OF CHALLENGE
Expert teachers set demanding goals rather than “do your best” goals on the basis of students’
present competencies. Experts not only set challenging goals, but also structure situations so that
students can reach them. While competent teachers may challenge some students some of the
time, experts find ways to challenge all students to “stretch” their understanding of ideas.
Students perceive assignments and activities as thought provoking as well as engaging.
Expert teachers monitor students’ learning by examining their responses to instruction to assess their current levels of understanding.
Based on this monitoring, experts give students feedback: they offer them information about their understanding that guides them to
higher levels of comprehension. Feedback, in this dimension of expertise, is more than positive reinforcement. It is information about
understanding. While competent teachers interpret student responses, experts can detect when students are not understanding. They
can diagnose students’ interpretations and tailor the feedback they give to correct students’ misunderstandings or to help them create
new learning connections.
Level 4: A teacher at this Level 3: A teacher at this Level 2: A teacher at this Level 1: A teacher at this
level: level: level: level:
They challenge,
have deeper representations of classrooms,