Visible Learning and the ICEL Framework Oregon Response
Visible Learning and the ICEL Framework Oregon Response to www. oregonrti. org
The Water… Focus on “the water” • Instruction • Curriculum • Environment 2 Oregon Response to E C I www. oregonrti. org
Which ones make sense? Which ones are What impacts student achievement? surprising? Effective teaching Effect variables size Other variables Effect size Formative Evaluation +0. 90 Socioeconomic Status +0. 57 Comprehensive interventions for students with LD +0. 77 Parental Involvement +0. 51 Teacher Clarity Computer based +0. 75 instruction* +0. 37 Feedback +0. 73 School Finances +0. 23 Teacher-Student Relationships +0. 72 Interactions* +0. 19 Repeated Reading Programs +0. 66 Family Structure +0. 17 Direct Instruction +0. 59 Retention -0. 16 Aptitude by Treatment John Hattie, Visible Learning, 2009
Student Learning Instruction: How you teach Environment: Where you teach Curriculum: What you teach Learner: Who you teach 4
We can control the how, what, and where. We don’t have much control over the who. Oregon Response to 5 www. oregonrti. org
Variables Related to Student Achievement Within the student Alterable • Desire to learn • Strategies for learning • Knowledge • Skills • Prior content knowledge • Self-efficacy/helplessness • Race • Genetic potential Unalterable • Gender (hard to • Birth Order change) • Disposition • Physical difference • IQ • Disability category • Personal history External to the student • Quality of instruction • Pedagogical knowledge • Content knowledge • Quality of curriculum • Quality of learning environment • Quality of evaluation • Quality and quantity of time/content • Family income and resources • Family housing • Parent years of schooling • Mobility • Members of family • Family values • Socioeconomic status • Family history
ICEL I – Instruction C – Curriculum E – Environment L – Learner 7 Oregon Response to www. oregonrti. org
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