Archive | January, 2013

Professor John Hattie’s Table of Effect Sizes

31 Jan

Hattie says ‘effect sizes’ are the best way of answering the question, “What has the greatest influence on student learning?”.

An effect-size of 1.0 is typically associated with:

•  advancing learners’ achievement by one year, or improving the rate of learning by 50%

•  a correlation between some variable (e.g., amount of homework) and achievement of approximately .50

•  A two grade leap in GCSE, e.g. from a C to an A grade

An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation).

Take a look…Hattie

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Starter and Plenary Hot Spot: Technology

31 Jan

Week 13 of the ‘Starter and Plenary of the Week’, created by the Technology Department. If you use these activities and have any feedback for the team, please let Mark know.

Week 13

Top Ten Skills supported by Performing Arts

31 Jan

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/22/top-10-skills-children-learn-from-the-arts/

Thunk Thursday

31 Jan

Is silence a sound? Can you hear silence?

An expectant mindset…

29 Jan

Have you ever considered how your use of language can affect the attitudes of your pupils?

Read on: Expectant Mindset

Helping students to ask effective questions

29 Jan

I have been looking at how we can support students to develop their ability to ask the right types of questions and create strategies to understand how and when to use them. This website is a great starting point:

The Right Question

TED Tuesday

29 Jan

Cameron Russell admits she won “a genetic lottery”. She is tall, pretty and an underwear model. But don’t judge her by her looks. In this fearless talk, she takes a wry look at the industry that had her looking highly seductive at barely 16-years-old.

Looks aren’t everything