The most important thing, for me, when designing any of these activities is to think about what I’m trying to find out, what the misconceptions might be, and what I will do when I’ve found out what students know (or don’t know).
I distinctly remember my first meeting (about atmospheric chemistry research) and having no idea what was being discussed around me. Up until this point I had no knowledge of CFCs and felt completely out of my depth around those who had read and understood the paper.
After being surrounded by specialist language for an hour, I still couldn’t blag my way through questioning so decided to learn to read a paper in a way I would find easy.
The concept of Hattie’s ‘visible learning’ is clever. It’s a meta-analysis of many educational research papers (a study of the studies). The key premise is that Hattie evaluates educational practice in terms of its’ effect size on progress. However, when you flick through the pages at the end of a long day (or at the beginning of a short day) you’re bombarded with statistical analysis, which can be a little hard to swallow.
I came to the conclusion that Hattie’s research should be seen for what it is – taken from a huge database of studies, with no control group, with many variants, and many loopholes in the overall analysis of the studies
Resolutions? I think they are worthwhile: they help us to change the status quo of our teaching. But to make them workable and long-term, they shouldn’t be radical overhauls (marginal gains).They need to be straightforward (but effective) so that you can make them habits, rather than just intentions.
The confidence measures for individual classes are useful for informing immediate planning, but I also want to understand which of the concepts are more difficult to understand and retain.
So I grouped scores from each class together for every concept tested. I also tabulated how many correct/ incorrect answers there were for each question, to ensure that it gives a similar picture to the confidence measures.
“What’s going on with your dive, Niki?”
He could have written this down for me to read later. If he did, I might have wondered exactly what it was that I’d done wrong. How come my dive had fallen apart so dramatically? I was actually feeling quite good!
Luckily, it wasn’t written down.