Points from Hattie

What motivates people to learn?

Points from Hattie-

• http://www.teacherstoolbox.co.uk/T_effect_sizes.html Site shows the relative importance of varying factors within a classroom. Key points pasted below.
• j.hattie@auckland.ac.nz
  
• Students which account for about 50% of the variance of achievement. It is what students brings to the table that predicts achievement more than any other variable.
  Teachers who account for about 30% of the variance. It is what teachers know, do, and care about which is very powerful in this learning equation.
  Home which accounts for about 5-10% of the variance – considering that the major effects of the home are already accounted for by the attributes of the student. The home effects are more related to the levels of expectation andencouragement, and certainly not a function of the involvement of the parentsor caregivers in the management of schools.
  Schools which account for about 5-10% of the variance. Schools barely make a difference to achievement. The discussion on the attributes of schools – thefinances, the school size, the class size, the buildings are important as theymust be there in some form for a school to exist, but that is about it.
  Principals are already accounted for in the variance attributed to schools and mainly, I would argue, because of their influence on the climate of the school. Principals who create a school with high student responsiveness rather than bureaucratic control (i.e., more like a primary school atmosphere than an Intermediate and unlike so many NZ secondary schools), who create a climate of psychological safety to learn, who create a focus of discussion on student learning have the influence.
  Peer effects which accounts for about 5-10% of the variance. It does not matter too much who you go to school with, and when students are taken from one school and put in another the influence of peers is minimal (of course, there are Distinguishing Expert Teachers from Novice and Experienced Teachers. 3 exceptions, but they do not make the norm). My colleagues, lead by Ian Wilkinson, completed a major study on peer influences and perhaps we are more surprised by the under utilisation of peers as co-teachers in classrooms, and the dominance of the adult in the room to the diminution of the power of the peer.
• http://www.acer.edu.au/workshops/documents/HattieSlides.pdf