Hattie's Effect Sizes
30th January 2015,
Dear Colleagues,
On international day I thought why not have a person from New Zealand tell us his take on teaching, via YouTube. John Hattie has led a team at Auckland University, which compared the effect on learning of over 100 classroom interventions. Hattie found that almost everything we do in our efforts to help students in schools has a positive effect on students. However, much of what we do actually isn’t effective enough. He defines ‘effect sizes' as the best way of answering the question ‘what has the greatest influence on student learning?'. An effect-size of 1.0 is typically associated with:
• advancing learners' achievement by one year, or improving the rate of learning by 50%
• A two grade leap in GCSE, e.g. from a C to an A grade
An effect size of 1.0 can therefore be considered quite desirable.
The top 10 interventions rated by effect are as follows:
On international day I thought why not have a person from New Zealand tell us his take on teaching, via YouTube. John Hattie has led a team at Auckland University, which compared the effect on learning of over 100 classroom interventions. Hattie found that almost everything we do in our efforts to help students in schools has a positive effect on students. However, much of what we do actually isn’t effective enough. He defines ‘effect sizes' as the best way of answering the question ‘what has the greatest influence on student learning?'. An effect-size of 1.0 is typically associated with:
• advancing learners' achievement by one year, or improving the rate of learning by 50%
• A two grade leap in GCSE, e.g. from a C to an A grade
An effect size of 1.0 can therefore be considered quite desirable.
The top 10 interventions rated by effect are as follows:
A glossary of terms can be found by clicking on the following link: Glossary
To find out more you can watch the video below in which John Hattie explains some of the more successful methods of promoting learning.
Neil Groves
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