Effective Teaching Techniques
Professor John Hattie undertook a metanalysis of nearly 1200 research studies on education.
From this, Professor Hattie developed the Barometer of Influences to measure the effect size of learning influences on student achievement. He combines the suggested impacts of various interventions to arrive at an effect size.
The average effect size is 0.4, which is considered the standard rate of progress from one year of schooling. The maximum effect size is around 1.6. This rate accelerates students who are behind and advances all students at a faster rate than standard progress.
Write your awesome label here.
Write your awesome label here.
For teaching to be effective, students must progress at or above the standard rate of progress. Effective teaching, by this measure, is teaching that accelerates students above the standard rate of progress.
Effective teaching is informed by the science of how students learn and the emerging discipline of cognitive science.
Its efficacy has a strong evidence base and is informed by decades of research on schools using forms of effective teaching.
Effective teaching lessons are designed to produce optimum instructional growth in the shortest time so that learning is maximised.
Lessons support new or experienced teachers and enable them to bring their own individuality and style to the delivery of lessons.
Lessons also support the teaching professional who must still make judgements on their students’ needs throughout the lesson and continually apply their expertise to the learning experience.
Learn more
Each lesson has:
- information presented explicitly and unambiguously to mitigate students misunderstanding the learning
- content presented through interlinked schemas that form a comprehensive learning framework across primary school years
- an objective and learning goal that let students know what they are about to learn and what the outcome of the learning will be
- limited new information that builds on skills from the past lesson and reoccurs throughout subsequent lessons
- skills that are initially acquired easily so students experience initial success, but get increasingly complex, so students are continually challenged
- skills development set out in sequenced learning progressions that build on students’ previously acquired learning – and students master each set of skills before progressing to new tasks
- past information regularly recalled to inform new learning
- regular checkpoints to ensure students have mastered the content before they learn new information, which is determined by students demonstrating around 90 per cent accuracy
- adjustments and strategies for teachers to address gaps in learning before retesting students and moving on
- built in pedagogical scaffolding for student engagement strategies to keep engagement high.