How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea
Why Giving Effective Feedback Is Trickier Than It Seems
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John Hattie Has An Idea","publishDate":1497426040,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. It could also be one reason \u003ca href=\"https://visible-learning.org/john-hattie/\">John Hattie’s\u003c/a> work and book, \u003ca href=\"https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Learning\u003c/a>, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms.\u003c/p>\n\u003cp>He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. But Hattie -- who is director of the Melbourne Educational Research Institute at the University of Melbourne -- is the first to disavow this interpretation of his work. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle.\u003c/p>\n\u003cp>In a presentation at \u003ca href=\"https://www.learningandthebrain.com/education-conferences\">Learning and the Brain\u003c/a> in San Francisco, Hattie noted that most studies measure academic achievement in very narrow ways, so while some strategies have high effect sizes for producing test results, they may not lead to sustained learning. “We do at the moment privilege surface level learning,” Hattie said.\u003c/p>\n\u003cp>But in their \u003ca href=\"https://www.nature.com/articles/npjscilearn201613\" target=\"_blank\" rel=\"noopener noreferrer\">Science of Learning article\u003c/a>, “Learning strategies: a synthesis and conceptual model,” Hattie and Donoghue note that the underlying philosophy of the day-to-day activity of many schools indicates that the “purpose of schooling is to equip students with learning strategies, or the skills of learning how to learn.” Hattie is more concerned with this later definition than of the more narrowly defined achievement, which is why he has attempted to come up with a model of learning that takes into account students’ skills and knowledge, learning dispositions and motivation.\u003c/p>\n\u003cp>Hattie thinks of the three inputs students bring to learning as “skill, will, and thrill.” And, while what a student already knows may be one of the most important parts of academic achievement, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\" rel=\"noopener noreferrer\">learning dispositions \u003c/a>and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> are also crucial ingredients and worthy goals in and of themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self,” Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn’t happen each aspect of a student is worth developing individually, too.\u003cbr>\n\u003cstrong>\u003cbr>\nTHE LEARNING MODEL\u003c/strong>\u003c/p>\n\u003cp>Hattie and Donoghue have tried to take everything they have learned through meta analyses to understand why some strategies that educators swear by, like project-based learning, have low effect sizes in the literature. In their paper and discussions of this proposed model it can seem like a linear progression of learning, but Hattie takes pains to point out that this model is only a conjecture and that the processes he’s describing could be happening in cycles within one learning experience. The Science of Learning paper aims to propose the model, but also points out many ways that some of its claims could be further studied.\u003c/p>\n\u003cp>For Hattie, most learning rests on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/09/how-to-ensure-students-are-actively-engaged-and-not-just-compliant/\" target=\"_blank\" rel=\"noopener noreferrer\">student understanding of the success criteria\u003c/a> for a learning task. Hattie calls this a “prelearning phase” because if students don’t understand what it will take to be successful, they often act blindly and without motivation. He says that students who are taught the success criteria are more strategic in their choice of learning strategies, and thus more likely to encounter the thrill of success that will lead to reinvestment in learning.\u003c/p>\n\u003cp>“Too often students may know the learning intention, but do not [know] how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful,” Hattie and Donoghue write in their article. When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners.\u003c/p>\n\u003cp>How students gain initial content knowledge that they can then manipulate has long been a discussion among educators. Some argue students need to learn basic information before they can begin to use it. Others say students will learn information when it is critical to a problem or project they are trying to understand.\u003c/p>\n\u003cp>The Hattie/Donoghue learning model dives into that discussion, describing learning strategies that work best at the surface level, and those that help consolidate surface learning, as well as those that develop deep learning and work to consolidate deep learning. Lastly, Hattie and Donoghue deal with the idea of transfer, which broadly means being able to identify similarities and differences between problems and effectively apply previous learning to new situations.\u003c/p>\n\u003cp>The authors describe surface learning as “studying without much reflecting on either purpose or strategy, learning many ideas without necessarily relating them and memorizing facts and procedures routinely.” They say deep learning is characterized by “seeking meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically, and becoming actively interested in course content.” They don’t privilege one kind of learning over the other, but rather say surface and deep learning work together.\u003c/p>\n\u003cp>When students are acquiring their first knowledge about a topic, there are some learning strategies that seem to work regardless of the content area. Organizing, outlining and summarizing information can help students master surface level content. But Hattie says to consolidate that initial learning, “effort and deliberate practice is critical.” At this stage \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\" rel=\"noopener noreferrer\">overlearning strategies\u003c/a> like practice tests, giving and receiving feedback, and \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/28/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">spacing practice out over time \u003c/a>are especially helpful. To make consolidation worthwhile the authors stress that practice cannot just be “drill and practice,” but instead must change based on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">feedback\u003c/a>. The point of consolidation is to move the surface knowledge to long-term memory, where it is readily available for future use.\u003c/p>\n\u003cp>“If you’re doing this phase just to pass the test, the surface phase, then it’s not very effective,” Hattie said. “The whole point of overlearning is to go to the deep learning.”\u003c/p>\n\u003cp>When it comes to acquiring deeper learning, “a major purpose is for the student to deliberately activate prior knowledge and then make relations and extensions beyond what they have learned at the surface phase.” Elaboration, strategy monitoring and metacognitive strategies all have strong effect sizes at this stage and enhance learning. Consolidation of deep learning is when \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">working with others\u003c/a> becomes the most powerful, according to this model. Listening to others in discussion and finding ways to connect and extend knowledge are practices that help students realize what they don’t know. Self-questioning and verbalizing, as well as seeking help, are also effective strategies to consolidate deeper learning.\u003c/p>\n\u003cp>But ultimately most teachers and parents want students to learn information and skills so that they can use them in school and life beyond the specific instance when they were taught. The process of transferring knowledge has not been as well studied as other areas, but Hattie said that learning to detect similarities and differences is a key part of making it happen.\u003c/p>\n\u003cp>“After a task, the skill seems to be stopping the student rushing into solving a new problem [by] first asking them to elaborate on the similarities and differences of the two problems (the old and new),” Hattie wrote in an email. “Being more aware of the task constraints/ differences is the key to being successful in transfer.” Much of Hattie’s thinking on transfer is influenced by research done by Ference Marton, whose work is largely qualitative.\u003c/p>\n\u003cp>Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the \u003ca href=\"http://www.educationworld.com/a_curr/strategy/strategy036.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">jigsaw activity\u003c/a>, which had a large effect size. In a jigsaw activity students are reading new information, discussing it with others who have read the same thing to extend their understanding, and then moving to new groups where they teach peers about what they read and learn new information from group members.\u003c/p>\n\u003cp>\u003cstrong>LEARNING IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Hattie also emphasizes that all of the learning strategies, other than a few surface strategies like outlining, should be taught in the context of content, especially because some may look different depending on the subject area. He’s also aware that the key to this model of learning is to know when to apply each strategy and how to help students develop that understanding as well. While in general Hattie believes that students need to know some information before they can do anything with it, indicating a progression from surface knowledge to deeper understanding and finally to transfer, he admits that “these are fuzzy distinctions” and there is often “much overlap in various phases.”\u003c/p>\n\u003cp>For example, when a student is doing a project on a topic of interest, and thus extending knowledge deeper, he may encounter an aspect that he knew nothing about, at which time he may need to gain a surface understanding of that smaller topic in order to continue the project. In other words, the phases Hattie has laid out often overlap and cycle back on one another and should not be taken as a linear process.\u003c/p>\n\u003cp>Far from being a recipe for the “most effective” teaching strategies, this model of learning relies on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers' professionalism\u003c/a>. When teachers can identify where in the learning cycle a student is and suggest some strategies that might work well at that point, she can have a bigger impact. Hattie also advocates talking to students about the stages of learning so kids can begin to use the language and recognize the strategies that work for where they are. Too often students continue to use \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/11/three-things-top-performing-students-know-that-their-peers-miss/\" target=\"_blank\" rel=\"noopener noreferrer\">ineffective strategies\u003c/a> because they don’t know others or aren’t aware that the ones they are using aren’t the most effective.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Because of the nature of Hattie’s work -- meta analyses of other people’s studies -- most of the findings have focused on the effectiveness of strategies based on narrow measures of academic achievement. That’s why it’s interesting that in this model for learning, Hattie and Donoghue are pointing out that academic achievement is only one worthy goal of learning. They write:\u003c/p>\n\u003cblockquote>\u003cp>“Our argument is that learning can lead to enhanced skills, dispositions, motivations and excitement that can be reinvested in learning, and can lead to students setting higher standards for their success criteria. When skill, will, and thrill overlap, this should be considered a bonus; developing each is a worthwhile outcome of schooling in its own right.”\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":"John Hattie proposes a theory to help educators understand why various teaching strategies work at different stages of learning.","status":"publish","parent":0,"modified":1512778535,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1835},"headData":{"title":"How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea | KQED","description":"John Hattie proposes a theory to help educators understand why various teaching strategies work at different stages of learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea","datePublished":"2017-06-14T07:40:40.000Z","dateModified":"2017-12-09T00:15:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48112 https://ww2.kqed.org/mindshift/?p=48112","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/","disqusTitle":"How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea","path":"/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. It could also be one reason \u003ca href=\"https://visible-learning.org/john-hattie/\">John Hattie’s\u003c/a> work and book, \u003ca href=\"https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Learning\u003c/a>, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms.\u003c/p>\n\u003cp>He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. But Hattie -- who is director of the Melbourne Educational Research Institute at the University of Melbourne -- is the first to disavow this interpretation of his work. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle.\u003c/p>\n\u003cp>In a presentation at \u003ca href=\"https://www.learningandthebrain.com/education-conferences\">Learning and the Brain\u003c/a> in San Francisco, Hattie noted that most studies measure academic achievement in very narrow ways, so while some strategies have high effect sizes for producing test results, they may not lead to sustained learning. “We do at the moment privilege surface level learning,” Hattie said.\u003c/p>\n\u003cp>But in their \u003ca href=\"https://www.nature.com/articles/npjscilearn201613\" target=\"_blank\" rel=\"noopener noreferrer\">Science of Learning article\u003c/a>, “Learning strategies: a synthesis and conceptual model,” Hattie and Donoghue note that the underlying philosophy of the day-to-day activity of many schools indicates that the “purpose of schooling is to equip students with learning strategies, or the skills of learning how to learn.” Hattie is more concerned with this later definition than of the more narrowly defined achievement, which is why he has attempted to come up with a model of learning that takes into account students’ skills and knowledge, learning dispositions and motivation.\u003c/p>\n\u003cp>Hattie thinks of the three inputs students bring to learning as “skill, will, and thrill.” And, while what a student already knows may be one of the most important parts of academic achievement, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\" rel=\"noopener noreferrer\">learning dispositions \u003c/a>and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> are also crucial ingredients and worthy goals in and of themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self,” Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn’t happen each aspect of a student is worth developing individually, too.\u003cbr>\n\u003cstrong>\u003cbr>\nTHE LEARNING MODEL\u003c/strong>\u003c/p>\n\u003cp>Hattie and Donoghue have tried to take everything they have learned through meta analyses to understand why some strategies that educators swear by, like project-based learning, have low effect sizes in the literature. In their paper and discussions of this proposed model it can seem like a linear progression of learning, but Hattie takes pains to point out that this model is only a conjecture and that the processes he’s describing could be happening in cycles within one learning experience. The Science of Learning paper aims to propose the model, but also points out many ways that some of its claims could be further studied.\u003c/p>\n\u003cp>For Hattie, most learning rests on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/09/how-to-ensure-students-are-actively-engaged-and-not-just-compliant/\" target=\"_blank\" rel=\"noopener noreferrer\">student understanding of the success criteria\u003c/a> for a learning task. Hattie calls this a “prelearning phase” because if students don’t understand what it will take to be successful, they often act blindly and without motivation. He says that students who are taught the success criteria are more strategic in their choice of learning strategies, and thus more likely to encounter the thrill of success that will lead to reinvestment in learning.\u003c/p>\n\u003cp>“Too often students may know the learning intention, but do not [know] how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful,” Hattie and Donoghue write in their article. When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners.\u003c/p>\n\u003cp>How students gain initial content knowledge that they can then manipulate has long been a discussion among educators. Some argue students need to learn basic information before they can begin to use it. Others say students will learn information when it is critical to a problem or project they are trying to understand.\u003c/p>\n\u003cp>The Hattie/Donoghue learning model dives into that discussion, describing learning strategies that work best at the surface level, and those that help consolidate surface learning, as well as those that develop deep learning and work to consolidate deep learning. Lastly, Hattie and Donoghue deal with the idea of transfer, which broadly means being able to identify similarities and differences between problems and effectively apply previous learning to new situations.\u003c/p>\n\u003cp>The authors describe surface learning as “studying without much reflecting on either purpose or strategy, learning many ideas without necessarily relating them and memorizing facts and procedures routinely.” They say deep learning is characterized by “seeking meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically, and becoming actively interested in course content.” They don’t privilege one kind of learning over the other, but rather say surface and deep learning work together.\u003c/p>\n\u003cp>When students are acquiring their first knowledge about a topic, there are some learning strategies that seem to work regardless of the content area. Organizing, outlining and summarizing information can help students master surface level content. But Hattie says to consolidate that initial learning, “effort and deliberate practice is critical.” At this stage \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\" rel=\"noopener noreferrer\">overlearning strategies\u003c/a> like practice tests, giving and receiving feedback, and \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/28/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">spacing practice out over time \u003c/a>are especially helpful. To make consolidation worthwhile the authors stress that practice cannot just be “drill and practice,” but instead must change based on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">feedback\u003c/a>. The point of consolidation is to move the surface knowledge to long-term memory, where it is readily available for future use.\u003c/p>\n\u003cp>“If you’re doing this phase just to pass the test, the surface phase, then it’s not very effective,” Hattie said. “The whole point of overlearning is to go to the deep learning.”\u003c/p>\n\u003cp>When it comes to acquiring deeper learning, “a major purpose is for the student to deliberately activate prior knowledge and then make relations and extensions beyond what they have learned at the surface phase.” Elaboration, strategy monitoring and metacognitive strategies all have strong effect sizes at this stage and enhance learning. Consolidation of deep learning is when \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">working with others\u003c/a> becomes the most powerful, according to this model. Listening to others in discussion and finding ways to connect and extend knowledge are practices that help students realize what they don’t know. Self-questioning and verbalizing, as well as seeking help, are also effective strategies to consolidate deeper learning.\u003c/p>\n\u003cp>But ultimately most teachers and parents want students to learn information and skills so that they can use them in school and life beyond the specific instance when they were taught. The process of transferring knowledge has not been as well studied as other areas, but Hattie said that learning to detect similarities and differences is a key part of making it happen.\u003c/p>\n\u003cp>“After a task, the skill seems to be stopping the student rushing into solving a new problem [by] first asking them to elaborate on the similarities and differences of the two problems (the old and new),” Hattie wrote in an email. “Being more aware of the task constraints/ differences is the key to being successful in transfer.” Much of Hattie’s thinking on transfer is influenced by research done by Ference Marton, whose work is largely qualitative.\u003c/p>\n\u003cp>Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the \u003ca href=\"http://www.educationworld.com/a_curr/strategy/strategy036.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">jigsaw activity\u003c/a>, which had a large effect size. In a jigsaw activity students are reading new information, discussing it with others who have read the same thing to extend their understanding, and then moving to new groups where they teach peers about what they read and learn new information from group members.\u003c/p>\n\u003cp>\u003cstrong>LEARNING IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Hattie also emphasizes that all of the learning strategies, other than a few surface strategies like outlining, should be taught in the context of content, especially because some may look different depending on the subject area. He’s also aware that the key to this model of learning is to know when to apply each strategy and how to help students develop that understanding as well. While in general Hattie believes that students need to know some information before they can do anything with it, indicating a progression from surface knowledge to deeper understanding and finally to transfer, he admits that “these are fuzzy distinctions” and there is often “much overlap in various phases.”\u003c/p>\n\u003cp>For example, when a student is doing a project on a topic of interest, and thus extending knowledge deeper, he may encounter an aspect that he knew nothing about, at which time he may need to gain a surface understanding of that smaller topic in order to continue the project. In other words, the phases Hattie has laid out often overlap and cycle back on one another and should not be taken as a linear process.\u003c/p>\n\u003cp>Far from being a recipe for the “most effective” teaching strategies, this model of learning relies on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers' professionalism\u003c/a>. When teachers can identify where in the learning cycle a student is and suggest some strategies that might work well at that point, she can have a bigger impact. Hattie also advocates talking to students about the stages of learning so kids can begin to use the language and recognize the strategies that work for where they are. Too often students continue to use \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/11/three-things-top-performing-students-know-that-their-peers-miss/\" target=\"_blank\" rel=\"noopener noreferrer\">ineffective strategies\u003c/a> because they don’t know others or aren’t aware that the ones they are using aren’t the most effective.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because of the nature of Hattie’s work -- meta analyses of other people’s studies -- most of the findings have focused on the effectiveness of strategies based on narrow measures of academic achievement. That’s why it’s interesting that in this model for learning, Hattie and Donoghue are pointing out that academic achievement is only one worthy goal of learning. They write:\u003c/p>\n\u003cblockquote>\u003cp>“Our argument is that learning can lead to enhanced skills, dispositions, motivations and excitement that can be reinvested in learning, and can lead to students setting higher standards for their success criteria. When skill, will, and thrill overlap, this should be considered a bonus; developing each is a worthwhile outcome of schooling in its own right.”\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_21072","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_21082","mindshift_256","mindshift_21090"],"featImg":"mindshift_48420","label":"mindshift"},"mindshift_47948":{"type":"posts","id":"mindshift_47948","meta":{"index":"posts_1591205157","site":"mindshift","id":"47948","score":null,"sort":[1492002591000]},"guestAuthors":[],"slug":"why-giving-effective-feedback-is-trickier-than-it-seems","title":"Why Giving Effective Feedback Is Trickier Than It Seems","publishDate":1492002591,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers intuitively know that giving feedback on student work is an important part of the learning process. Research on different learning strategies conducted by \u003ca href=\"http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf\" target=\"_blank\">John Hattie bears out \u003c/a>what many know instinctively to be true -- in order to improve at something humans need to know what they’re doing well and how they can improve. But giving effective feedback in the classroom can be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\" target=\"_blank\">trickier than it seems\u003c/a>. It’s more of an art than a simple practice and requires the teacher to be disciplined and thoughtful about what is worthy of feedback, as well as when to give it.\u003c/p>\n\u003cp>“The job of feedback is to meet the student where they are and give them what they need to take their next steps,” said \u003ca href=\"http://www.ascd.org/ascdarias/authorbio/Susan-M-Brookhart.aspx\" target=\"_blank\">Susan Brookhart\u003c/a> at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain\u003c/a> conference. Brookhart is an education consultant and author of \u003ca href=\"http://www.ascd.org/publications/books/116066.aspx\" target=\"_blank\">“How to Give Effective Feedback to Your Students.”\u003c/a> She says often teachers she works with try to close all the education gaps a student has with one round of feedback. But when they do that it’s often too much information for a student to process. Instead Brookhart recommends praising the work’s strengths and then giving just one or two suggestions for how to make it even better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If they're not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow.'\u003ccite>Susan Brookhart, Author of '\u003ci>How to Give Effective Feedback to Your Students'\u003c/i>\u003c/cite>\u003c/aside>\n\u003cp>And, crucially, this feedback must come at a time when the student can immediately act on the feedback, not at the end of a unit or essay when there’s no chance for the student to incorporate the feedback. “Don’t give any feedback on the final grade,” Brookhart said. “If they’re not going to be able to use it, it’s wasted time -- yours and theirs.” Instead, she recommends building in time during the trajectory of the work to give feedback that students can immediately use to move them forward in their personal learning journey.\u003c/p>\n\u003cp>Often discussions about feedback focus on timeliness, but \u003ca href=\"http://sites.utexas.edu/mdl/files/2016/06/MulletButlerVerdinvonBorriesMarsh2014.pdf\" target=\"_blank\">research from Andrew Butler’s lab\u003c/a> suggests sometimes delaying feedback can be helpful, too. In his studies, the delayed feedback had the effect of forcing students to return to submitted work a week later, and that extra review helped them retain the information. The same principle can be applied to feedback given immediately, but used by students to improve over a period of time. In a situation oriented more toward process than memorization, using feedback inherently means spacing out learning.\u003c/p>\n\u003cp>“If they’re not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow, which may or may not in the student's mind be related to anything other than the activity,” Brookhart said. She suggests that teachers think very carefully about the learning target and the success criteria for a specific activity and only give feedback on that target. Students want to learn and they want feedback that will help them improve, but they also want to know why it matters. When a teacher can connect the feedback to an important future skill, students have a reason to incorporate it and can see the transfer process more clearly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/CygTwWsoXfE\u003c/p>\n\u003cp>A common feedback trap that Brookhart observes can happen when teachers forget the goal of an assignment and give feedback on things like grammar instead of the learning goal. For example, if a seventh-grade science lab is meant to teach a concept, but all the feedback is about how the student formatted the lab, then the teacher has missed an opportunity. “Feedback then becomes what do I need to do to please this teacher, not what do I need to do to learn,” Brookhart said.\u003c/p>\n\u003cp>She also points out that feedback depends entirely on the learning goals of individual students. One student may have trouble starting a problem, but generally understands the material, so simply reminding her of the learning target might be enough. Another student may have trouble starting because his grasp of the material is a little shaky, but some guiding questions might be enough to spark his thinking. Still a third student may be lost on the content, in which case working through an example with her might be the appropriate level of scaffolding.\u003cbr>\n\u003cstrong>\u003cbr>\nFEEDBACK FOR DIFFERENT REASONS\u003c/strong>\u003c/p>\n\u003cp>Often teachers think of giving feedback as useful to the student, but it should also be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/06/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">fruitful for the teacher\u003c/a>. An individual instance of feedback can give a teacher a close-up look at the student’s abilities with a specific skill, a snapshot of where they are in the scope of the class, and some ideas about where to go in the long term.\u003c/p>\n\u003cp>“Tell the students what you see in their work,” Brookhart said. That doesn’t mean merely writing “Good Job” or “Needs Work” in the margins. Those comments are evaluative, signaling the end of the conversation. “Without descriptions students don’t have the information they need to take that next step.”\u003c/p>\n\u003cp>Brookhart gave an example of an elementary class working on persuasive writing. Students were asked to write a letter to the librarian after a book was stolen, offering some reasons why she should buy the book again. One student wrote a paragraph explaining that the book was funny and had mysteries in it, so it was worth replacing. The teacher’s feedback focused almost entirely on the spelling, capitalization and format errors of the letter. And at the end the teacher wrote, “Add more.”\u003c/p>\n\u003cp>Brookhart unapologetically calls this bad feedback. A student reading this feedback would think the teacher cared only about grammar and format, not about his ideas or persuasiveness, the stated goal of the assignment. “The worst thing about this is that there’s something really good in this that the teacher doesn’t mention,” Brookhart said. The student did offer two specific reasons why he liked the book, but the teacher did not call out those strengths.\u003c/p>\n\u003cp>“Do not assume this kid knows that he’s got the kernel of persuasion in there. Part of your feedback should be to make explicit, so he knows that you know,” Brookhart said.\u003c/p>\n\u003cp>Better feedback would be to tell the student he came up with two good reasons and ask him to add some of the missing information, like the title of the book and examples of how the book was funny or had mysteries. Then, the teacher could offer some sentence starters to help the student “add more,” on the principle that he didn’t know how to do that, or else he would have. Brookhart says that because this feedback is related to the skill being learned, it’s more motivating to students, and doesn’t make students feel like they are playing the teacher’s game.\u003c/p>\n\u003cp>“Teachers that are more effective at formative assessment go for student thinking, not just how correct they are,” Brookhart said. After a feedback session the teacher should understand more about how the student is thinking than she could gain from merely looking at what he wrote. And, she can then use that insight to give the student opportunities to revise the work and push toward stronger understanding of the learning target.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=DGNp0AJte_c?rel=0&showinfo=0&w=640&h=360]\u003c/p>\n\u003cp>Brookhart says surveys of students are clear on what they want from feedback. “In many different countries, some done in the context of formative assessment and sometimes summative assessment, what students want is information they can use and the opportunity to use it.”\u003cbr>\n\u003cstrong>\u003cbr>\nEQUITY IN FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>Another key thing to keep in mind when giving feedback relates to equity in thinking. It’s easy to see a moderate- or high-level student’s work that doesn’t have typographical errors and push on the thinking behind it. But often the student whose technical writing skills are lower will get only the typographical feedback without the push on further thinking. While done unintentionally, the difference in feedback reinforces bias and could contribute to different expectations for different students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This is the difficult thing about differentiated feedback. It will necessarily be different, but kids who struggle should also be held to a high level of thinking, and have their ideas honored, even when they are still working to bring their writing skills up to grade level. When teachers focus only on the elements students are worst at, feedback can be demotivating. For the most part, it’s ideas that drive people to learn, not grammar.\u003c/p>\n\n","blocks":[],"excerpt":"Feedback is a crucial part of learning, but only when it helps students target learning goals and comes at the right moment in the trajectory of a project.","status":"publish","parent":0,"modified":1492024544,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1514},"headData":{"title":"Why Giving Effective Feedback Is Trickier Than It Seems | KQED","description":"Feedback is a crucial part of learning, but only when it helps students target learning goals and comes at the right moment in the trajectory of a project.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Giving Effective Feedback Is Trickier Than It Seems","datePublished":"2017-04-12T13:09:51.000Z","dateModified":"2017-04-12T19:15:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47948 https://ww2.kqed.org/mindshift/?p=47948","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/","disqusTitle":"Why Giving Effective Feedback Is Trickier Than It Seems","path":"/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers intuitively know that giving feedback on student work is an important part of the learning process. Research on different learning strategies conducted by \u003ca href=\"http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf\" target=\"_blank\">John Hattie bears out \u003c/a>what many know instinctively to be true -- in order to improve at something humans need to know what they’re doing well and how they can improve. But giving effective feedback in the classroom can be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\" target=\"_blank\">trickier than it seems\u003c/a>. It’s more of an art than a simple practice and requires the teacher to be disciplined and thoughtful about what is worthy of feedback, as well as when to give it.\u003c/p>\n\u003cp>“The job of feedback is to meet the student where they are and give them what they need to take their next steps,” said \u003ca href=\"http://www.ascd.org/ascdarias/authorbio/Susan-M-Brookhart.aspx\" target=\"_blank\">Susan Brookhart\u003c/a> at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain\u003c/a> conference. Brookhart is an education consultant and author of \u003ca href=\"http://www.ascd.org/publications/books/116066.aspx\" target=\"_blank\">“How to Give Effective Feedback to Your Students.”\u003c/a> She says often teachers she works with try to close all the education gaps a student has with one round of feedback. But when they do that it’s often too much information for a student to process. Instead Brookhart recommends praising the work’s strengths and then giving just one or two suggestions for how to make it even better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If they're not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow.'\u003ccite>Susan Brookhart, Author of '\u003ci>How to Give Effective Feedback to Your Students'\u003c/i>\u003c/cite>\u003c/aside>\n\u003cp>And, crucially, this feedback must come at a time when the student can immediately act on the feedback, not at the end of a unit or essay when there’s no chance for the student to incorporate the feedback. “Don’t give any feedback on the final grade,” Brookhart said. “If they’re not going to be able to use it, it’s wasted time -- yours and theirs.” Instead, she recommends building in time during the trajectory of the work to give feedback that students can immediately use to move them forward in their personal learning journey.\u003c/p>\n\u003cp>Often discussions about feedback focus on timeliness, but \u003ca href=\"http://sites.utexas.edu/mdl/files/2016/06/MulletButlerVerdinvonBorriesMarsh2014.pdf\" target=\"_blank\">research from Andrew Butler’s lab\u003c/a> suggests sometimes delaying feedback can be helpful, too. In his studies, the delayed feedback had the effect of forcing students to return to submitted work a week later, and that extra review helped them retain the information. The same principle can be applied to feedback given immediately, but used by students to improve over a period of time. In a situation oriented more toward process than memorization, using feedback inherently means spacing out learning.\u003c/p>\n\u003cp>“If they’re not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow, which may or may not in the student's mind be related to anything other than the activity,” Brookhart said. She suggests that teachers think very carefully about the learning target and the success criteria for a specific activity and only give feedback on that target. Students want to learn and they want feedback that will help them improve, but they also want to know why it matters. When a teacher can connect the feedback to an important future skill, students have a reason to incorporate it and can see the transfer process more clearly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/CygTwWsoXfE'\n title='//www.youtube.com/embed/CygTwWsoXfE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>A common feedback trap that Brookhart observes can happen when teachers forget the goal of an assignment and give feedback on things like grammar instead of the learning goal. For example, if a seventh-grade science lab is meant to teach a concept, but all the feedback is about how the student formatted the lab, then the teacher has missed an opportunity. “Feedback then becomes what do I need to do to please this teacher, not what do I need to do to learn,” Brookhart said.\u003c/p>\n\u003cp>She also points out that feedback depends entirely on the learning goals of individual students. One student may have trouble starting a problem, but generally understands the material, so simply reminding her of the learning target might be enough. Another student may have trouble starting because his grasp of the material is a little shaky, but some guiding questions might be enough to spark his thinking. Still a third student may be lost on the content, in which case working through an example with her might be the appropriate level of scaffolding.\u003cbr>\n\u003cstrong>\u003cbr>\nFEEDBACK FOR DIFFERENT REASONS\u003c/strong>\u003c/p>\n\u003cp>Often teachers think of giving feedback as useful to the student, but it should also be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/06/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">fruitful for the teacher\u003c/a>. An individual instance of feedback can give a teacher a close-up look at the student’s abilities with a specific skill, a snapshot of where they are in the scope of the class, and some ideas about where to go in the long term.\u003c/p>\n\u003cp>“Tell the students what you see in their work,” Brookhart said. That doesn’t mean merely writing “Good Job” or “Needs Work” in the margins. Those comments are evaluative, signaling the end of the conversation. “Without descriptions students don’t have the information they need to take that next step.”\u003c/p>\n\u003cp>Brookhart gave an example of an elementary class working on persuasive writing. Students were asked to write a letter to the librarian after a book was stolen, offering some reasons why she should buy the book again. One student wrote a paragraph explaining that the book was funny and had mysteries in it, so it was worth replacing. The teacher’s feedback focused almost entirely on the spelling, capitalization and format errors of the letter. And at the end the teacher wrote, “Add more.”\u003c/p>\n\u003cp>Brookhart unapologetically calls this bad feedback. A student reading this feedback would think the teacher cared only about grammar and format, not about his ideas or persuasiveness, the stated goal of the assignment. “The worst thing about this is that there’s something really good in this that the teacher doesn’t mention,” Brookhart said. The student did offer two specific reasons why he liked the book, but the teacher did not call out those strengths.\u003c/p>\n\u003cp>“Do not assume this kid knows that he’s got the kernel of persuasion in there. Part of your feedback should be to make explicit, so he knows that you know,” Brookhart said.\u003c/p>\n\u003cp>Better feedback would be to tell the student he came up with two good reasons and ask him to add some of the missing information, like the title of the book and examples of how the book was funny or had mysteries. Then, the teacher could offer some sentence starters to help the student “add more,” on the principle that he didn’t know how to do that, or else he would have. Brookhart says that because this feedback is related to the skill being learned, it’s more motivating to students, and doesn’t make students feel like they are playing the teacher’s game.\u003c/p>\n\u003cp>“Teachers that are more effective at formative assessment go for student thinking, not just how correct they are,” Brookhart said. After a feedback session the teacher should understand more about how the student is thinking than she could gain from merely looking at what he wrote. And, she can then use that insight to give the student opportunities to revise the work and push toward stronger understanding of the learning target.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/DGNp0AJte_c?rel=0'\n title='//www.youtube.com/embed/DGNp0AJte_c?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Brookhart says surveys of students are clear on what they want from feedback. “In many different countries, some done in the context of formative assessment and sometimes summative assessment, what students want is information they can use and the opportunity to use it.”\u003cbr>\n\u003cstrong>\u003cbr>\nEQUITY IN FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>Another key thing to keep in mind when giving feedback relates to equity in thinking. It’s easy to see a moderate- or high-level student’s work that doesn’t have typographical errors and push on the thinking behind it. But often the student whose technical writing skills are lower will get only the typographical feedback without the push on further thinking. While done unintentionally, the difference in feedback reinforces bias and could contribute to different expectations for different students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is the difficult thing about differentiated feedback. It will necessarily be different, but kids who struggle should also be held to a high level of thinking, and have their ideas honored, even when they are still working to bring their writing skills up to grade level. When teachers focus only on the elements students are worst at, feedback can be demotivating. For the most part, it’s ideas that drive people to learn, not grammar.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_20978","mindshift_1040","mindshift_21082"],"featImg":"mindshift_47999","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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