Understanding the Visible Learning Theory

Educators struggle with a number of questions regarding teaching methods, including: What educational policies have the greatest impact on students?What influences students to achieve?What are best practices for teachers yield the best results? Roughly 78 billion is the estimated dollar amount invested in education by the United States according to market analysts (2014). So, understanding how well this enormous investment in education is working requires a new kind of calculation in order to answer these questions. Developing that new kind of calculation is where Australian educator and researcher John Hattie has focused his research. In his inaugural lecture at the University of Auckland as far back as 1999, Hattie  announced the three principles that would guide his research: We need to make relative statements about what impacts on student work;We need estimates of magnitude as well as statistical significance – it is not good enough to say that this works because lots of people use it etc., but that this works because of the magnitude of impact;We need to be building a model based on these relative magnitudes of effects. The model he proposed in that lecture has grown to become a ranking system of influencers and their effects in education using meta-analyses, or groups of studies, in education. The meta-analyses he used came from all over the globe, and his method in developing the ranking system was first explained with the publication of his book Visible Learning in 2009. Hattie noted that the title of his book was selected to help teachers become evaluators of their own teaching† with the objective of giving teachers a better understanding of the positive or negative effects on student learning: Visible Teaching and Learning occurs when teachers see learning through the eyes of students and help them become their own teachers. The Method Hattie used the data from multiple meta-analyses in order to get a pooled estimate or measure of an effect on student learning. For example, he used sets of meta-analyses on the effect of vocabulary programs on student learning as well as  sets of meta-analyses on the effect of preterm birth weight on student learning. Hatties system of gathering data from multiple educational studies and reducing that data into pooled estimates allowed him to rate the different influences on student learning according to their effects in the same manner, whether they show negative  effects or positive effects. For example, Hattie ranked studies that showed the effects of classroom discussions, problem-solving, and acceleration as well as studies that showed the impact of retention, television, and summer vacation on student learning. In order to categorize these effects  by  groups, Hattie organized the influences into six areas: The studentThe homeThe schoolThe curriculaThe teacherTeaching and learning approaches Aggregating the data that was generated from these meta-analyses, Hattie determined the size of the effect each influence had on student learning. The size effect could be numerically converted for purposes of comparison, for example, an influencer’s effect size of 0 shows that the influence has no effect on student achievement. The greater the size of the effect, the greater the influence. In the 2009 edition of Visible Learning,  Hattie suggested that an effect size of 0,2 could be relatively small, while an effect size of 0,6 could be large. It was the effect size of 0,4, a numerical conversion that Hattie termed as his â€Å"hinge point,† that became the effect size average. In the 2015  Ã‚  Visible Learning,  Hattie rated influence effects by increasing the number of meta-analyses from 800 to 1200. He repeated the method of ranking influencers using the â€Å"hinge point† measurement which allowed him to rank the effects of 195 influences on a scale. T he Visible Learning website has several interactive graphics to illustrate these influences. Top Influencers The number one influencer at the top of the 2015 study is an effect labeled â€Å"teacher estimates of achievement. This category, new to the ranking list, has been given a ranking value of 1,62, calculated at four times the effect of the average influencer. This rating reflects the accuracy of an individual teachers knowledge of students in his or her classes and how that knowledge determines the kinds of classroom activities and materials as well as the difficulty of the tasks assigned. A teacher’s estimates of achievement can also influence  the questioning strategies and the student groupings used in class as well as the teaching strategies selected. It is, however, the number two influencer, collective teacher efficacy, that holds an even greater promise for improving student achievement.  This influencer means harnessing the power of the group to bring out the full potential of students and educators in schools.   It should be noted that Hattie is not the first to point out the importance of collective teacher efficacy. He is the one who rated it as having an effect ranking of 1.57, almost four times the average influence. Back in 2000, educational researchers Goddard, Hoy, and Hoy advanced this idea, stating that â€Å"collective teacher efficacy shapes the normative environment of schools† and that the â€Å"perceptions of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students.† In short, they found that â€Å"teachers in[ this] school can get through to the most difficult students.† Rather than rely on the individual teacher, collective teacher efficacy is a factor that can be manipulated at a whole school level. Researcher Michael Fullen and Andy Hargreaves in their article Leaning Forward: Bringing the Profession Back In  note several factors that must be present including: Teacher autonomy to take on the specific leadership roles with opportunities to participate in making decisions on school-wide issuesTeachers are allowed to collaboratively develop and communicate mutual goals that are clear and specificTeachers are committed to the goalsTeachers work as a team transparently without judgmentTeachers work as a team to collect specific evidence to determine growthLeadership acts responsively to all stakeholders and show concern and respect for their staff. When these factors are present, one of the outcomes is that collective teacher efficacy helps all teachers understand their significant impact on student results. There is also the benefit of stopping teachers from using other factors (e.g. home life, socio-economic status, motivation) as an excuse for low achievement. Way at the other end of the Hattie ranking spectrum, the bottom, the influencer of depression is given an effect score of -,42. Sharing space at the bottom of the  Visible Learning  Ladder are the influencers mobility (-,34) home corporal punishment (-,33), television (-,18), and retention (-,17). Summer vacation, a much-beloved institution, is also negatively ranked at -,02. Conclusion In concluding his inaugural address almost twenty years ago, Hattie pledged to use the best statistical modeling, as well as to conduct meta-analyses to achieve integration, perspective, and magnitude of effects. For teachers, he pledged to provide evidence that determined the differences between experienced and expert teachers as well as to assess the teaching methods that increase the probability of impact on student learning. Two editions of Visible Learning are the product of the pledges Hattie made in determining what works in education. His research can help teachers see better how their students learn best. His work is also a guide for how to best invest in education; a review of 195 influencers that can be better targeted by  statistical significance  for billions in investment...78 billion to start.

Israelis Immigration to Canada - 2440 Words

Purpose and Overview Group rationale From 2003 to 2012, more than 43,000 Israelis immigrated to Canada as new residents, students, and workers (Citizenship and Immigration Canada, 2012). Similarly to other immigrants, Israeli newcomers tend to populate and reside in large metropolitan cities, such as Toronto. As the majority of immigrants fall under the â€Å"family class† category (Citizenship and Immigration Canada, 2012), it is expected that children and adolescents that are part of immigrant families are affected by this life transition. This proposal will outline a counselling group for Israeli adolescents who had recently immigration and now reside in the Greater Toronto Area. New immigrants expect and usually face numerous challenges prior to and after arriving at their new home country. A recent comprehensive review of the health of immigrant youth in Canada revealed that immigrant youth experiences stress as they leave familiar settings behind and struggle to acculturate to their new country of residence (Salehi, 2010). Research has shown that immigrant youth have higher rates of mental health issues related to negative migration expeirences. In addition, immgirants are at an increased risk for secondary school dropout as they face greater obstacles compared to native youh in academic success (Anisef, Brown, Phythian, Sweet, Walters, 2010). Thus, there is a need to aid immigrant youth in its transition and assimilation process to reduce the likelihood of negativeShow MoreRelatedDiscrimination And Prejudice And Discrimination1638 Words   |  7 Pagesexpression to maintain its sovereignty and sense of identity. Canada has a population that is just unde r thirty million people in a country twice the size of the United States. 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Living With Dyslexia Essay Example For Students

Living With Dyslexia Essay Whether we graduate from highschool or college we all hope to find a challengingcareer that will propel us forward in today`s society. For those suffering fromdyslexia this only adds to the frustration and fears associated with seekingemployment. Many adults with dyslexia or other forms of learning disabilitiesnever disclose their disability in interviews or once employed for fear of beingdiscriminated against. Several investigators have noted, however, that manypersons with learning disabilities adjust well to the demands and complexitiesof adulthood. (Greenbaum et al. 1996). The basic cause of dyslexia is still notknown, however, much research is being done to determine the problems underlyingdyslexia. In many cases, dyslexia is highly inherited. Studies have shown anumber of genes that may set the stage for its development. Characteristics ofdyslexia are now more apparent to educators than ever before. Early educationalinterventions are helping individuals to manage their dyslexia . There have beensome studies that attend to accommodating persons with learning disabilities inpost-secondary and occupational settings. Only a few articles will be reviewedhaving been found worthy of this subject. However, before reviewing thearticles, in order to gain a greater understanding of the types of learningdisabilities people face lets define one of the most significant learningproblems: dyslexia. A Type of Learning Disability: What is Dyslexia? The worddyslexia is derived form the Greek dys (meaning poor or inadequate) and lexis(works or language). Dyslexia is a learning disability characterized by problemsin expressive or receptive, oral or written language. Problems may emerge inreading, spelling, writing, speaking, or listening. Dyslexia is not a disease;it has no cure. Dyslexia describes a different kind of mind, often gifted andproductive, that learns differently. Dyslexia is not the result of lowintelligence nor is the problem solely intelligence. An unexpected ga p existsbetween learning aptitude and achievement in school. Dyslexia is not truly avisual or auditory problem, but a language problem. Dyslexia results fromdifferences in the structure and function of the brain. People with dyslexia areunique; each having individual strengths and weaknesses. Many dyslexics arecreative and have unusual talents in areas such as art, athletics, architecture,graphics, electronics, mechanics, drama, music, engineering, and medicalprofessions. Dyslexics often show special talent in areas that require visual,spatial, and motor integration. Their problems in language processingdistinguish them as a group. This means that the dyslexic has problemstranslating language to thought (as in listening or reading) or thought tolanguage (as in writing or speaking). After looking at what dyslexia means andsome characteristics of this disability now lets look at a study of learningdisabilities in the workplace. Research by Greenbaum, Graham, and Scales (1996)adults wi th learning disabilities in the work place indicate that most adultsadjust well to the demands and complexities of adulthood. The purpose of thisstudy was to identify occupational and social status of adults with learningdisabilities once after college. This study was conducted at the University ofMaryland. Only eighty-one students with learning disabilities receivedassistance from the office of Disability Support Services during a twelve-yearspan from 1980 to 1992. In the study conducted by Greenbaum, Graham, and Scales(1996), out of the 81 former students, 49 adults with learning disabilitiesagreed to be interviewed about their current employment and social status. Thestudy was based on increasing reports of adults with learning disabilities inrecent years and the questions about the efficacy of special education services. As Patton and Polloway (1992) cited by Greenbaum et al. (1996) noted, thescenario for many adults with learning disabilities is characterized byunemployment, low pay, part-time work, frequent job changes, non-interactionwith community, limitations in independent living, and limited social lives. Several investigators within this study noted persons with disabilities adjustwell in adulthood years. Greenbaum et al. (1996) found that a number of adultswith learning disabilities were employed in white-collar jobs (e.g. lawyer,urban planner, and real estate investor). Thirty seven percent of adults withlearning disabilities studied by Gerber et al. as cited by Greenbaum et al.,classed as highly successful in their job, eminence within their occupation,earned income, job satisfaction and education. Within all three studies, onefactor for success for adults with learning disabilities was the level ofeducation. Persons with mild learning disabilities who dropped out of highschool are often employed at a lower rate than persons with mild disabilitieswho graduated. (Edgar, l987; Hasazi, Gordon, Roe, l985; Zigmond Thornton, l985). Persons with learning disabilities who graduated from collegeare more likely to hold a professional and managerial position than persons withlearning disabi lities who only graduated from high school. (Rogan Hartman,l976, 1990). The successful functioning of persons with learning disabilitieswas evident by post-secondary education. Eighty nine percent of the studentsGerber, Ginsberg, and Keiff (1992) studied obtained a bachelors degree orhigher. The current study examined the occupations and social status of adultswith learning disabilities who graduated from college. Employment Currentemployment at the time of the interview, 35 of the 49 participants was employed. One working on graduate school part-time, 7 of the remaining 14 were engagedbecause they were attending school full-time, 2 working on undergraduatedegrees, and 5 were attending graduate school. The occupations of theparticipants varied and included customer service representative, bartender,medical researcher, reporter, camp director, bank teller, salesperson,mechanical engineer, artist, botanist, corporate vice president, teacher,embryologist, investment banker, paramedic, social worker, securities broker,line cook, office manager, and so forth. Of the employed participants, 25 werein professional, technical, or managerial positions; eight were in clerical andsales and two were in service occupations. Eighty percent of adults withlearning disabilities were employed full time, in professional or managerialpositions or occupations. Job Satisfaction Of the 35 employed, 33 were satisfiedwith their current employment. Even though most of the participants enjoyedtheir jobs, 21 of the par ticipants stated they would like a different job. Reasons for wanting a different job included a) wanting to make more money b)wanting a more challenging or interesting occupation. Social Status All but oneof the 49 participants was socially active. Social activities ranged from goingto bars, movies, and dinner, as well as sporting events. Only nine of theparticipants said they were unsatisfied with their social lives. Disclosure ofLearning Disability Of the total of participants who had been employed, onlynine indicated they had ever disclosed their learning disability wheninterviewing for a job. The reasons for disclosing their disability to theirinterviewers was a) they were not ashamed of their learning disability and feltthey had learned to compensate b) that their disability would have an impact ontheir performance of the job. Most participants did not reveal their disabilitywhen applying for their job. Reasons for not revealing their learning disabilitywas a) fear of discrimination and stigmatization b) no longer being affect ed bythe disability. The primary reason for not disclosing their disability was thefear of discrimination. Impact of Learning Disability Participants in the studyby Adelman and Vogel as cited by Greenbaum et al. reported that their learningdisability affected their work and that they had devised specific strategies forcoping with their difficulties. Some of the strategies include taking extra timeto complete work, asking for additional help, carefully monitoring or proofingown work. In the current study, participants were knowledgeable about theirdisability and its effects on their lives. There were a total of 41 participantswho had difficulties in multiple areas such as, reading comprehension,organization, and note taking. Eight indicated they had difficulty in only onearea: reading (n=3), composition (n=2), mathematics (n=2), or informationprocessing (n=1). Participants typically described their learning disabilitieswith the term dyslexia. What role did the participants` learning disabilityaffected their work environment; 39 participants indicated that their learningdisability affected them either at work or in other areas of their lives. Theseareas included reading, writing, math, and memory. Adelman Vogel, (1990)as cited by Greenbaum et al. (1996) the most common problems centered onprocessing, language, and math difficulties. The current study adds to a growingbody of work indicating that a learning disability is a persistent problem thatdoes not go away with age. Conclusion From this study, we have found thateducation plays an important role in the future success of a person with alearning disability as well as persons with learning disabilities adjust well tothe demands and complexities of adulthood. (Greenbaum et al. 1996) The studyexamined some of the difficulties and fears one may face in the work place. Thearticle suggests that self-awareness can help a person with a learningdisability by strengthening them to become the person they want to be. The article however, does not address or suggest specific strategies one may use toachieve personal goals. The article did cover how most participants wereunwilling to disclose their learning disability to their employer. People withlearning disabilities have specific rights according to the Rehabilitation Actof 1973 and the Americans with Disabilities Act of 1990. Revealing learningdisabilities to an employer would allow accommodations and adjustments for thosepeople in the work place but the authors did not go into great detail concerningdiscrimination issues. Moving to the second study, students with learningdisabilities in education face a similar task as that of adults in the work. Even In Her Earlier Poems, Sylvia Plath Displays An Unhealthy Preoccup EssayLabeling is defined as anything functioning as a means of identification or as adescriptive term, formal or informal (Barga, 1996). Basically, this means thatwhen someone comes into another person`s presence, we label and categorize theindividual based on his or her appearance. From this study, students describedlabeling as a very positive experience when it made sense out of their academicstruggles and involved getting help. On the other hand, labeling was negativefor students when it created conditions of being set apart from their peers andreceiving differential treatment from other people. Stigmatization is defined asreceiving differential treatment based on others` perceptions (Barga, 1996). Inthis study, stigmatization took on several different forms, depending on thecontext. At times stigmatization was evident through name calling, accusations,and low academic expectations by peers and teachers. Duri ng the college level,stigmatization was self-imposed or forced on the students. Gatekeeping isdefined as the barrier process that serves to maintain the status quo of anorganization (Barga, 1996). This was accomplished by either denying studentswith learning disabilities access to a college goal or permitting access but onconditional terms. The coping techniques that were found due to this study wereof great importance. Coping techniques are behaviors or initiatives the studenttakes to assist in managing his or her disability (Barga, 1996). The firstcoping technique was benefactors. The benefactors functions included providingemotional support and understanding, acting as a sounding board for personalproblems, helping with homework, and being an advocate on behalf of the student. The second technique was self-improvement techniques, which included takinglonger breaks, seeking and initiating help at the university level, usingpositive affirmations for motivation, and seeking situations that producedpersonal growth. The final coping technique was study skills and managementstrategies. Use of technology, relaxation techniques before tests, tapingclasses, maintaining a personal day timer, and the amount of time devoted tostudy. From this study we can clearly see that students experienced labeling,stigmatization and gatekeeping and the ways that they learned to cope with theredisability was through relying on benefactors, implementing self-improvementtechniques, and utilizing particular strategies and management skills to assiststudents with academics. The results from this study have tremendousimplications for schools and school administration. The purpose of this studywas fulfilled and it is of great importance for the future of students withlearning disabilitie s. In conclusion, the findings of research have shownsimilarities and differences in accommodating persons with learningdisabilities. Barga (1996) finding supports students with learning disabilitieshas increased at an alarming rate and learning disabled students continue toface challenges in the school environment. Greenbaum et al. (1996) found afterpost-secondary education persons with learning disabilities adjusted well to thecomplexities of adulthood even though those individuals rarely disclosed theirlearning disability to their employer fearing being discriminated against. Howcan we as a society empower persons with disadvantages to become more aware oftheir rights as defined by the Rehabilitation Act of 1973 and the Americans withDisabilities Act of 1990? We should make every effort to inform students aboutservices offered in schools as well as their rights to those services. Employersneed to become more knowledgeable of their responsibilities to employees facedwith learning disabilities. Both schools and employers need to become more awareof discrimination, labeling, stigmatizations, and gatekeeping that persons arefaced with during their life as disabled. Due to these negative outcomes,persons must avoid disclosing their disability to make it through a school orwork situation. However, disclosing is starting to become easier as the stigmalessons, but unfortunately, discrimination is not yet cleansed from our country. Some may wish not to disclose their learning disability, but by using positiveterms to explain what one needs can be another option. Example: I need Mary toproof my work before you see it. That way we can both pay more attention to thecontent and not worry about the way it is typed. Have you seen the XYZ software?It gets the computer to talk so that you can hear what is on the screen. Sincemy job requires so much detailed reading, it would be wonderful if I could hearit. Then there would be fewer errors. Regardless of the strategy, one may take. An accommodation request must be well thought out, and the easier it is for youremployer, the more likely your success. As stated in the passage earlier,participants of the Greenbaum et al. study indicated difficulties in multipleareas one being organization. A strategy for helping organizational skills mayinclude using a daily calendar, keeping your work area clean of clutter, colorcode items, keep items on shelves and bulletin boards. Use an alarm feature onyour work computer so to remind you of important meetings. BibliographyManaging a Disability: Adults with Dyslexia References Greenbaum, B., Graham,S., Scales, W. (1996). Adults with Learning Disabilities: Occupational andsocial status after college. Journal of Learning Disabilities, Vol. 29, No. 2,167-173. Barga, N. (1996). Students with learning disabilities in education:Managing a disability. Journal of Learning Disabilities, Vol. 29, No. 4,413-421. Deshler, D., Schumaker, J. (1986). Learning strategies: Aninstructional alternative for low-achieving adolescents. Exceptional Children,Vol. 52, No. 6, 583-590. Ferri, B., Gregg, N., Heggoy, S. (1997). Profiles ofcollege students demonstrating learning disabilities with and withoutgiftedness. Journal of Learning Disabilities, Vol. 30, No. 5, 552-559. Wetzel,K. (1996). Speech-recognizing computers: A written-communication tool forstudents with learning disabilities. Journal of Learning Disabilities, Vol. 29,No. 4, 371-380. Swanson, H., Trahan, M. (1996). Learning disabled and averagereaders` wo rking memory and comprehension: Does metacognition play a role?British Journal of Educational Psychology. 66, 333-355. Farmer, M., Matthews,C., Riddick, B., Sterling, C., (1998). Adult dyslexic writing. The Journal ofthe British Dyslexia Association. Vol. 4, No. 1, 1-15. Alexander, P., Graner, R. (1989). Metacognition: Answered and unanswered questions. EducationalPsychologist. 24 (2), 143-158.

Short Time Recall Essays - Mental Processes, Memory, Recall

Short Time Recall We were interested in examining patterns of short-term information recall. We used the Brown-Peterson distractor technique to investigate the effects of stimuli type and delay interval on recall for 17 Ss. Each S was tested under 4 conditions, combined of word triads or nonsense syllables triads, with a short (10-sec) or long (45-Sec) delay interval. S read aloud the visually presented stimulus items, and aurally recalled them after the delay interval, in which S was engaged in counting backwards in threes from a presented 3-digit number. Measures were taken only for recall proportion. Results suggest a significant difference in recall between words and nonsense syllables, with words significantly better recalled. For the delay interval, results show no significant effect, and thus differ from those obtained in previous research. This discrepancy is discussed in terms of technical differences in procedure. No other effect or interaction approached significance. Short-term Recall As a function of Type of Stimulus and Length of Delay Interval Short-term memory (STM) has been vastly studied and tested. One of the popular testing methods for STM has been the short-term recall, in which S is shortly presented with a single or multiple items, later to be recalled. Various researchers have focused their studies on different aspects, while attempting to identify those factors that most strongly influence short-term recall. A short-term memory model based upon a limited capacity to process information suggests that the recall of verbal material can be effected by the activity which consumes the retention interval, referred to as the interpolated activity. Diverse studies examine the significance of elements involved in the interpolated task. In general, researchers have attempted to prevent Ss from rehearsing, i.e., processing exposed stimuli by keeping the material within the short-term store through the use of rehearsal-preventing interpolated tasks. The most famous of these has been suggested in the Brown-Peterson technique (Peterson & Peterson, 1959) in the form of backwards counting. In the original Peterson studies (1959), Ss attempted to retain aurally presented consonants trigrams while counting backwards by three or four from a three-digit number. This interpolated activity was continued for some predetermined retention interval, immediately after which Ss were asked to recall the originally presented consonants. Using this technique, the Petersons demonstrated a very rapid decline in recall. The probability of recall decreased exponentially with duration of interpolated activity. Murdock (1960) investigated the effect of the stimulus type and the effect of varying the rate of interpolated activity. Similarly to the Petersons (1959) he found that in all cases forgetting, whether measured by accuracy or latency, increased with the duration of the interpolated activity. In addition, Murdock suggested little difference between the retention of three consonants and three words; consonant syllables and word triads were equally well recalled. Murdock (Tell, 1971) has shown that short-term recall is effected by whether the presentation is visual or auditory. According to Neisser (Tell, 1971) there is an auditory-storage system which results from auditory input and can function as a source of information in short-term recall. This temporary storage system is referred to as echoic memory. Echoic memory is passive, continuous, composed of sounds, and decays rapidly (Tell, p. 150). However, auditory input may also function as auditory noise. Voiced recall, vocalized irrelevant interpolated activity, or certain types of presentation conditions can mask, erase, or overwrite information available in the echoic memory store. This assumption is especially important when considering the interpolated activity. Tell (1971) suggested that a verbal interpolated task, in addition to its role as a rehearsal-prevention activity, would also produce auditory feedback, which masks information from echoic memory. Tell and Ferguson (1974) further explored this issue of vocalization by examining the influences of active and passive vocalization on short-term recall. As distinguished by Crowder (Tell & Ferguson, 1974), active vocalization refers to presentation conditions where the to-be-remembered stimulus items are voiced aloud by S as they are visually presented. Under passive vocalization conditions, S listens to E read each stimulus item as it is visually presented. Tell & Ferguson suggested that active and passive vocalization differ mainly at the longer retention intervals, with recall much higher under the passive vocalization condition. This supported the idea that active vocalization could interfere with effective rehearsal or encoding strategies. Another variable manipulated in search of significant effect on recall is whether interpolated tasks were rewarded or not. Soucar, Walk, and Covert (1971) suggested that retention of syllables is reduced under rewarded conditions. However, productivity and accuracy of the actual interpolated tasks was unchanged by reward. The present experiment is designed to examine short-term recall as a function of stimulus type and