Boosting student achievement: what actually works?

 Focus

Related effect sizes

Students are taught how to make meaning (read, listen, view, and other sub-skills) of content

Students are taught how to create meaning (write, speak, perform, compose, design etc.) for a purpose (inform, describe, calculate, persuade, justify, evaluate, compare, analyse, entertain etc.)

Students rely on these skills to access content and to demonstrate their learning.

Literacy thus becomes a foundational priority, as without it, the other focus areas are meaningless.

Behaviour, for example, is a big factor in the learning environment and teacher stress, but there’s no point having beautifully behaved students if they are not taught anything and have acquired no skills. Further, literacy is a requirement of every subject at every year level for every student, regardless of background. It is the one universal requirement of all schools.

• strategy to integrate with prior knowledge - 0.93
• scaffolding - 0.82
• classroom discussion - 0.82
• summarisation - 0.73
• jigsaw method - 1.2
• concept mapping - 0.64
• planning and prediction - 0.76
• notetaking - 0.5
• underlining and highlighting - 0.5
• rehearsal and memorisation - 0.73
• outlining and transforming - 0.66
• elaboration and organisation - 0.75
• mnemonics - 0.76
• exposure to reading - 0.43
• transfer strategies      - 0.86

EXPLICIT TEACHING

Critical content and skills necessary for success are pinpointed, enabling the teacher to logically select and sequence what is taught. Based on this, a clear purpose and rationale for each lesson are devised and shared with the students.

Students are taught using the gradual release of responsibility model (modelling – I DO; guided/joint practice - WE DO; independent practice – YOU DO).

Student response as evidence of understanding is sought at each stage of the process.

Consistent with the gradual release of responsibility approach, instructional delivery is characterised by clear descriptions and demonstrations of a skill followed by supported practice, scaffolding and timely feedback. Student accountability and ownership are increased throughout.

• strategy to integrate with prior knowledge - 0.93
• scaffolding - 0.82
• classroom discussion - 0.82
• mastery learning - 0.57
• deliberate practice - 0.79
• teacher clarity - 0.75
• feedback - 0.7
• direct Instruction - 0.6
• spaced vs massed practice - 0.6
• rehearsal and memorisation - 0.73
• seeking help from peers - 0.83
• mnemonics - 0.76
• elaboration and organisation - 0.75
• concept mapping - 0.64
• transfer strategies - 0.86
• cognitive task analysis - 1.29
• teacher credibility      - 0.9

FORMATIVE ASSESSMENT

• clarifying, sharing, and understanding learning intentions and criteria for success – getting the students to really understand what their classroom experience will be and how their success will be measured.
• tasks give solid evidence of learning – developing effective classroom instructional strategies allowing for the measurement of success.
• feedback provides students with the information they need to better understand problems and solutions – so THEY can improve their own work
• activating learners as instructional resources for one another – getting students involved with each other in discussions and working groups can help improve student learning.
• activating learners as owners of their own learning – self-regulation of learning to improve student performance.

• strategy to integrate with prior knowledge - 0.93
• teacher clarity - 0.75
• feedback - 0.7
• evaluation & reflection - 0.75
• classroom discussion - 0.82
• practice testing - 0.54
• seeking help from peers - 0.83
• response to Intervention - 1.29
• teacher credibility - 0.9

Teachers adjust their content, planning, purpose, goals, expectations and pedagogy according to their estimate of student achievement. Teachers who genuinely believe ALL students are capable of making progress and achieving success, and who take the attitude that any failure of the student can be addressed by THE TEACHER changing or adding a useful educational practice, make powerful gains in student achievement.

• teacher estimates of student achievement - 1.62

Of high significance is the collective belief of staff in their ability to positively affect students. Teachers believe students can be helped and that they are qualified and able to successfully provide that help. In other words, staff members believe they possess the capabilities to organise and execute the action required to produce given levels of attainment (Bandura).

• collective teacher efficacy - 1.57

During micro-teaching a teacher’s lesson is filmed. When they watch themselves afterwardsteachers evaluate the effectiveness of their practices (sometimesfora specific purpose). Usually they are accompanied by a mentor, coach, peer or expert to provide perspective, discussion opportunities and further insight. The teacher uses this new insight to change, embed or add to their teachingor to confirm their current practice.

• micro teaching - 0.88

• classroom behavioural - 0.62