DR. HOWIE KNOFF'S MASTERCLASS 1

HELPING HATTIE WORK: TRANSLATING META-ANALYSIS INTO MEANINGFUL STUDENT LEARNING OUTCOMES

MASTERCLASS | 15 APR 2019

In Visible Learning, Dr. John Hattie described 138 rank ordered influences on student learning and achievement based on a synthesis of more than 800 meta-studies covering more than 80 million students. In his subsequent research, the list of effects was expanded (in Visible Learning for Teachers), and now (2016), the list—based on more than 1,200 meta-studies— includes 195 effects and six “super-factors.” All of this research reflects one of the largest integrations of “what works best in education” available.

Despite this phenomenal research, many educators do not fully understand what goes into a meta-analysis—instead, taking Hattie’s results literally, and then implementing a selected version of the effect that appears to correlate with student achievement.

This presentation will discuss the various decisions that go into the step in conducting a meta-analysis, and what the effect size results actually mean. The difference between a correlational and a causal result will then be explored, and the potential research biases that are inherent in the meta-analytic process will be detailed.

Finally, and most comprehensively, the most critical “jump” needed in implementing meta- analytic results will be addressed: The fact that just because we know—from the results of a meta-analysis—that a program, strategy, or intervention significantly impacts student learning, we do not necessarily know the implementation steps that were in the research studies used to calculate the significant effect . . . and we cannot assume that all or most of the studies used in the analysis use the same implementation steps.

Based on this point, the majority of the presentation will be spent in looking at how to implement, step-by-step, some of the “Top Twenty” approaches that have the strongest effects on student learning and achievement—based on Hattie’s research. These step-by-step discussions will be based on the studies that Hattie used in calculating his effect sizes, and the knowledge—based on extensive implementation in the field—as to which studies with which methodologies will have the greatest practical success in the classroom, within a school, and supported at the district level.

Participants will learn:

1. The critical elements and decisions that go into meta-analytic research.
2. How to interpret meta-analytic results.
3. What Hattie’s current “Top 20” effects are relative to student achievement.
4. How to implement selected approaches in the Top 20 on a practical, step-by-step basis; and how these implementation steps were chosen.

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