Hattie Strategies MMTS
“Those teachers who are students of their own impact are the teachers who are the most influential in raising students’ achievement.”
John A.C. Hattie, Visible Learning for Teachers: Maximizing Impact on Learning
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Explore the Hattie Strategies via the resources shared, reflecting on what you’ve learned and writing down what it made you think.
What Did You Learn or What Did This Make You Think?
Collective Teacher Efficacy
This one strategy, with an effect size of 1.57, has such a powerful impact that it can outweigh the negative effects of low socioeconomic status. Collective teacher efficacy is the collective belief of the school staff in their ability to positively affect students.
Self-Reported Grades/Student Expectations
This strategy has an effect size of 1.33, more than four times the average growth of a year’s learning. Students must own their learning, set their own goals, monitor their own achievement, and reflect upon their individual process of learning. The strategy then “involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations.”
Text: Three Tips
Cognitive Task Analysis
This strategy has an effect size of 1.29. The cognitive task analysis method analyzes and represents the cognitive activities that users utilize to perform tasks that require decision-making, problem-solving, memory, attention, and judgement.
Video: Intro to Cognitive Task Analysis (16 mins)
Response to Intervention
RTI has an effect size of 1.29. In RTI, the teacher screens students, decides on a supporting intervention, uses research-based strategies, monitors and adjusts the progress and strategies being used.
The jigsaw method, when taught to students and then used regularly, had an effect size of 1.20.
Text: The Jigsaw Classroom
Video: The Jigsaw Method
Conceptual Change Programs
With an effect size of 0.99, conceptual change programs can have a significant impact on learning. Such a program has to do with the misinformation that students may have and how you can correct misconceptions.
Teacher credibility has an effect size of 0.90, or more than double what is needed. Hattie defines credibility as the teacher being highly organized when teaching, having a powerful speaking style, and removing barriers between himself and the student.
Micro-Teaching/ Video Review of Lessons
With an effect size of 0.88, this strategy again packs a punch. What is important to realize about it from the start is that, unlike strategy number 9, this one is all about the teacher.
He/She is video recorded presenting a mini-lesson. The lesson is then reviewed by the teacher and/or a coach or supervisor in order to improve the teaching and learning experience.
Text: Facilitating Discussion
Video: How to Have a Good Classroom Discussion (6 mins)
Video: Using Reciprocal Teaching (8 mins)
Blog: Reciprocal Teaching
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