Looking through the bottom ten factors that effect learning, I feel frustration that these aren’t common knowledge and right out there in the public domain. If I had a quid for every time a parent asked me about ability grouping, I’d be able to leave the teaching profession and sit on a beach sipping pina coladas all day. Thanks to the powers that be keeping the ability myth going, parents aren’t happy unless their children are rubbing shoulders with the ‘clever’ kids and the so called ‘slow’ learners are well away, on their own table (after all it might be contagious!).
The only factor I would contest is that of the teaching assistant. Yes, if used as an admin assistant (pencil sharpener and filing cabinet monitor) then they are certainly high cost, low impact on learning. However, my TA is high impact because she actively supports assessment for learning (AFL) in the classroom. She does this by pre-teaching to small groups who will need it and carrying out over learning sessions post teaching. We work as a team and pick up any stragglers in real time…everyone is on the bus! I say, teachers must make sure their TA’s have an impact and use them as an AFL partner in the class as they teach! The effect size of my TA would surprise Mr Hattie.
|Ability grouping||near zero||Pupils with similar attainment levels are grouped together either for specific lessons on a regular basis (setting or regrouping) or as a class (streaming or tracking).|
|Teaching assistants||near zero||A teaching assistant or classroom assistant (sometimes called an educational assistant or paraprofessional) is someone who supports a teacher in the classroom. If the TA simply helps the pupil with the task, the effect is slightly negative. However, TAs who promote independent learning skills, or who are trained to deliver remedial lessons (eg vocabulary or arithmetic) have a very positive effect.|
|Reducing class size||very low||Overall the benefits are not particularly large or clear, until class size is reduced to under 20 or even below 15. There is little advantage in reducing classes from, say, 30 to 25|
|Learning Styles||very low||Based on the notion that, as individuals, we all have different approaches, or styles of learning and that learning will be more effective or more efficient if we are taught accordingly.|
|Retention||negative||Pupils who fail to achieve a set grade are kept down and repeat the year.|
|Teacher subject knowledge||low||There is little evidence that teachers who are expert in their subject are more effective as teachers.|
|Charter schools or Academies||low||A publicly funded school, but free from some of the regulations of other state schools.|
|Finances||low||Extra money has a small effect (and may account for any advantages gained by changing the school status)|
|Computer based learning||low||Students follow instructions from the computer programme, rather than from the teacher|
Go to http://www.ebtn.org.uk/bottom-ten for more information.