This section looks at methods with negative, or very low effect sizes. Hattie points out that most educational debate is about things which do not really work well.
During his talk John Hattie emphasizes the factors that have negative or very low effect size on student learning.
- Lower class size numbers do have a positive effect on student achievement however compared with other variables such as peer learning and challenge it is
- 95 - 97 % of things that teachers do in education enhance children's learning. What we want to know is what the teachers who are enhancing childrens learning dramatically are doing?
- Repeating is described as the most systematically negative thing we do in education and rather than having a positive effect on a child's learning, in fact has a negative impact. That is not including the social/emotional issues involved. When a teacher wants to repeat a child you need to ask them - You are going to do the same curriculum, same teaching strategies, same classroom environment you couldn't help him the first time ho will you help him the second time around?
- Children who repeat or are struggling don't need more. They need different.
- Observations of classrooms found that a large portion of teachers knowledge of subjects is typically low and superficially.
- Teachers and Teacher educators are evidence free resulting in lack of accountability.
- Homework in primary school has a very low effect on student achievement. Homework longer than an hour is negative. Homework on a surface level is more positive than deeper level homework (usually needs a teacher is required for deeper level concepts)
- There is no evidence that homework relates to a better ability to study (telling a struggling child to go to his/her room to study often will have a negative effect).
- Homework done at school is much more beneficial (should we provide this resource in our schools).
- Great teachers set clear learning intentions, success criteria is absolutely obvious, the amount of peer work is dramatic (lots of discussion about the task, peer involvement in the task, celebrating success/achievement together).
- When a task is finished it is intrinsically motivating and you want to do it again.