Embedded Files
"Nearly all things teachers do work when we ask what improves student achievement. But only a few things work at ensuring that students gain a full year's worth of growth for a year of enrollment in school, and we think it's time we focused on what works, what doesn't work, and what can't hurt" (xi). -Douglas Fisher, Nancy Frey, and John Hattie (2016), Visible Learning for Literacy
In this video, you saw John Hattie. He is a researcher whose work on visible learning is the largest summary of educational research ever conducted. To understand his research, you need to know just enough about effect sizes to be dangerous! Here are the nuts and bolts.
Effect Sizes:
"An effect size is the magnitude, or size, of a given effect" (Fisher, Frey & Hattie, 2016, p. 5).
"Researchers make the case that something 'worked' when chance is reduced to 5% or 1%-- what they really mean is that the effect found in the study was unlikely to be zero: something happened" (Fisher, Frey & Hattie, 2016, p. 5).
Effect Sizes Simplified:
0.0 - no change in achievement related to the intervention
0.2 - small effect
0.4 - approximately one year's worth of growth in school
0.5 - medium effect
0.8 - large effect
1.0 - typically associated with advancing children's achievement by two to three years
(Fisher, Frey & Hattie, 2016, p. 7-9).
High Yield Strategies
High Yield Strategies
Check out the instructional strategies that research shows have the highest yield for student learning. How can students use these strategies regularly in class?
Report abuse