What Works? - John Hattie, 13.11.2024

Am 13.11.2024 hatte ich Gelegenheit die Fachtagung "John Hattie Live: What Works? Was zeichnet erfolgreiche Bildungssysteme aus?" zu besuchen.

Fazit: Wenn ihr Gelegenheit habt, John Hattie live zu hören - tut es. Es war ein inspirierender und motivierender Vortrag. Wissenschaftskommunikation at ist best.Vielen Dank, John Hattie.

Aufzeichnungen seiner Vorträge gibt es und auch dieser wird sicher bald im Internet zu finden sein.

Vorträge und deren Inspiration sind einerseits wichtig. Aber sie verbleiben im Zuhörer und werden meist in intensiven Gesprächen im Anschluss an den Vortrag ausgewertet. Nach längerer Zeit bleibt die Erinnerung und die Inspiration klingt noch nach.
Anderseits sind in diesen Vorträgen so viele Erkenntnisse, Fakten, Hinweise, Ideen, die auch im späteren Arbeitsalltag Eingang finden müssen. Viele Gedanken werden an unterschiedlichen Zeitpunkten mit verschiedenen Personen und Kontexten wieder relevant und es ist gut, die Essenz des Vortrages "griffbereit" zu haben, ohne erst im Videomitschnitt die richtige Stelle suchen zu müssen.

Wir haben 2024 und die KI-Tools bieten gefühlt unendliche Möglichkeiten. Hier also mein Test des Tool minutes.ai

Ich habe mit meinem iPhone über Sprachmemo den Vortrag aufgenommen, anschließend in Dateien gespeichert und in minute.ai hochgeladen. Es kann dann zwischen Zusammenfassung oder Transkription und gefühlt allen Sprachen gewählt zur Bearbeitung gewählt werden. Ich habe mich für eine Zusammenfassung in Englisch entschieden. Und hier ist sie. Bitte sehr.

Transforming Education

(Notes created on November 14, 2024 at 7:22 AM by Minutes AI)

Introduction (00:00 - 09:55)

• Speaker expresses gratitude for audience's interest in the topic.
• Speaker has a background as an academic and psychometrician.
• Published "Visible Learning" in 2008, which changed their direction. • Developed an assessment scheme for New Zealand with a team.
• Team wanted to implement visible learning in schools. • Speaker emphasized the importance of scalability.

Implementation and Impact

• Work involves over 10,000 schools globally.
• In 2020, speaker's wife evaluated the impact, collecting data from around 300,000
• Speaker's role focuses on what should be implemented, while the team handles how to • Speaker's experience as chair of the Australian Institute for Teaching and School

Views on Education

• Importance of viewing schools as learning organizations. • Many schools lack this perspective.
• Teachers often have well-developed theories of teaching but are less articulate about
• Need to shift the narrative from teaching to learning.
• Students are primarily concerned with how to learn.

Data and Evidence

• Speaker has a database of 400 million students and their influences on learning.
• Majority of interventions enhance learning; only a small percentage have negative
• Examples include bullying and anxiety having negative effects.
• Emphasizes the importance of identifying effective practices in education.
• Challenges the notion of "what works" to focus on "what works best."

Courage in Education

• Calls for courage to identify and support successful schools and teachers.
• Highlights the issue of complacency in education reform.
• Encourages forming coalitions of success to uplift those in need of improvement.
• Points out that tweaking existing systems is easier than pursuing meaningful

Current Problems in Education (10:04 - 20:04)

• Variation in teacher impact is the biggest issue in schools.
• Not the differences between schools, but within each school.
• The misconception that high-achieving schools are the best.
• "It's the outcome. You start with the climate, you build the skills of teaching the
• Many students lose interest in learning as they progress through school.
• "95% of 5 year olds say yes" to wanting to come to school, but this drops

Importance of School Climate

• Schools need to be inviting places for students.
• "If I was the Minister of Education, my first act would be to lower the school • The best predictor of adult health, wealth, and happiness is the number of years of
• "We are too good at finding ways to get kids to exit our schooling systems too

Student Engagement and Learning

• A significant percentage of students feel their teachers do not care about their learning.
• "40% of students say, my teacher does not care how I learn."
• The primary emotional issue in schools is boredom.
• "40% of what's taught in every class is known by all the students. It's boring."
• Teachers often misinterpret engagement.
• "In a lot of doing there is no learning."

Teacher Expectations and Impact

• Teacher expectations greatly influence student outcomes.
• "It's not what teachers do that matters... It's how teachers think about what they
• Two key factors that define a memorable teacher.
• "Either that teacher turned you on to their passion and or that teacher saw
• High and low expectations can lead to similar teaching methods.
• "It's not the teaching, it's the moment by moment decisions that we're making

Definition of a Good Learner (20:12 - 30:10)

• Teachers and students have differing views on what constitutes a good learner.
• Students often equate being a good learner with compliance—"well prepared, sits
• Teachers desire curiosity and questions from students.

Importance of Questions

• The ability to ask the right questions is crucial.
• "What's the most important skill we're going to have to use with ChatGPT? Ask

Curriculum and Learning Approaches

• Need for a common narrative of what it means to be a good learner across schools.
• Distinction between content (facts, knowledge) and deeper learning (relationships,
• "I am greedy. I want both."

Teaching Methods

• Teaching methods vary in effectiveness based on focus.
• Direct instruction is effective for teaching content; problem-based learning is
• High percentage of teacher talk focuses on facts.
• "90 to 95% of teacher talk is about the facts."

Student Independence

• Students often become dependent on teachers.
• Gifted students are particularly prone to this dependence.
• Failure should not be stigmatized in learning environments.

Measurement of Progress

• Importance of assessing both achievement and progress.
• "Every student, no matter where they start, deserves at least a year's growth for
• Discussion on the value of schools that support below-average students in making
Collaborative Efficacy (30:16 - 40:15)
• Importance of the mantra: "Your best schools are those schools."
• Without this mindset, schools will stabilize and remain stagnant.
• Need for collaborative evaluation among educators.
• Focus on evaluating impact rather than just lesson planning.
• Requires high levels of trust among teachers.
• Collaborative efforts can increase learning rates significantly.
• "It increases the rate of learning by a factor of three or four and the students are

Data Interpretation and Trust

• Schools should provide interpretation of their data, not merely the data itself.
• This promotes accountability and self-reflection.
• Challenges arise when schools deflect blame to the system for poor performance.
• Requires courage and trust to address issues honestly.
• Importance of relationships in fostering improvement.
• Critique must be constructive to encourage growth.

Investment in Educators

• Systems that invest in educators tend to grow, while those that focus on structured
• "Those systems that invest in educators grow, those who invest in structured
• Need to identify and scale successful teaching practices.
• The focus should be on scaling success rather than just fixing problems.
• Avoid distractions in educational discussions.
• Emphasize the importance of educators' thinking over curriculum and
Quality Control in Education
• AI can assist with lesson planning but requires human oversight for quality control.
• "AI can do 80% of my work, it can be 80% of the teachers."
• Australia has legislated professional standards for teachers.
• Four levels of teacher professionalism established: graduate, proficient, highly
• Continuous evaluation and reapplication for professional status.
• Highly accomplished certificates are valid for seven years and must be reapplied
Education Challenges in Remote Areas (40:22 - 50:19)
• Driving restrictions during the wet season.
• Limited access to schools and resources.
• Parents' concerns about job opportunities.
• Fear of children not returning after boarding school.

Introduction of Visible Learning Schools

• Government request in 2009-2010 to run schools as visible learning schools.
• Implementation of a school capability matrix available online.
• Shift in discussion among schools regarding impact.
• Focus on schools with high impact and their practices.

Improvement in School Performance

• Significant changes observed within three years.
• Formal acknowledgment from the minister for improved math and reading scores.
• Territory became the second fastest growing in the country.
• Change in narrative across schools led to improvement.

Assessment and Curriculum Development

• Development of New Zealand Assessment scheme in 2001.
• Online web support tool for primary and high schools.
• Level-based curriculum instead of age-based.
• Allows for differentiated assessment based on individual student levels.
Reporting and Progress Tracking
• Five types of reports developed for schools.
• Focus on correct interpretation of graphs and consequential actions.
• Curriculum guidance for each student based on their abilities.
• Identification of strengths and gaps in learning.

Resource Accessibility for Teachers

• Most used resource page in New Zealand for teachers.
• Contains lesson plans, videos, and podcasts.
• Voluntary use of resources encouraged.
• 80% of schools utilizing the tool four years post-introduction.

Addressing Student Retention Issues

• Concern over high dropout rates in high school.
• 80% of students not finishing high school in Australia.
• Abolishment of upper high school examinations for university selection.
• Initial backlash from parents, universities, and schools.

Focus on Student Accreditation

• Shift from selecting students for university to accrediting based on ability.
• Emphasis on measuring student capabilities rather than curriculum alone.

High School Measurement System (50:33 - 57:19)

• High schools measure student performance as excellent, merit, achieved, and not
• Debate on whether excellence in chemistry is the same as in other subjects like
• Teachers expressed concerns about the importance of core subjects compared to
• Impact on students.
• Students motivated to achieve excellence.
• Increased percentage of students staying in school from 83% to 93%.

University Admissions and School Resistance

• Universities only consider excellence in core subjects.
• Some schools resisted changes, preferring traditional exam methods.
• Schools with high achievement reputations wanted to maintain exams.
• Resistance diminished over time as schools adapted.

Teacher Career Structure

• Lack of career structure for teachers in terms of salary and progression.
• Higher pay requires moving into leadership roles, leaving the classroom.
• Initiative to address teacher salaries and recognition of excellence.
• Conducted feedback and surveys across 500 schools.
• Developed five models based on feedback.

Implementation and Community Response

• Engaged in a road trip to visit schools and gather opinions.
• Encountered strong reactions from school leaders regarding salary structures.
• Some principals opposed the idea of highly accomplished teachers earning the
• Established a policy for recognizing excellence in teaching.
• High-performing teachers can earn up to 150,000 AUD (approximately 100,000 to • About 10% of teachers now earn this salary, signaling a commitment to

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