Alfie Kohn has raised a critical point in his recent podcast about my work (Episode 11 of “The Shape of Education to Come,” available on iTunes). In the podcast, he asks, If we are talking about effect sizes based on student achievement, and if student achievement is measured
In the world of Visible Learning, many educators are drawn to influences with effect sizes above the hinge point of 0.40. Not only does Scaffolding fall in the zone of desirable effects, it has an effect size of 0.82 - nearly double the rate of learning. In the face of
In 1970, an actor played a lecturer, aptly named “Dr. Fox” at the University of Southern California School of Medicine. Dr. Fox was presented as an expert in the field of Game Theory and proceeded to present a lecture that included, by design, a high dose of excessive
This post was originally published on Finding Common Ground.
"Where do we start?"
It's a question that we all hear often. Whether it's a faculty meeting or after an engaging and inspiring professional development session (YES, those do exist!), educators want to know where to put one
Educators all over the world are buzzing about John Hattie's research on visible learning. In his research, Hattie asserts that "almost everything works" to some extent. In other words, every intervention will impact students in some way. However, only certain interventions have a significant