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Visible Learning.
A synthesis of over 800 meta-analyses
relating to achievement (2009)
von John A. C. Hattie
Die Hattie-Studie
 benannt nach John A. C. Hattie
 Titel „Visible Learning“ (2009)
 Versuch einer Gesamtschau aller dazu
vorliegenden Studien zu Einflussfaktoren
 berücksichtigt 138 Einflussfaktoren für Lernerfolg
 Datenbasis: 50.000 Einzelstudien
 Untersuchungsdauer: 15 Jahre
Seine Vorgehensweise
 Problem: riesige Datenmenge
 800 sog. „Meta-Analysen“ setzen Studien in
Beziehung zueinander
 „Effektmaße“ messen Wirksamkeit der
Einflussfaktoren
Seine Bewertung der Daten
 Hattie interessieren besonders die Effektmaße
What works?
What works best?
 Hattie berücksichtigt Einflussfaktoren erst
ab einem Effektmaß von d ≥.40 (sonst
üblich ist d ≥.20)
Seine Bewertung der Daten
Hatties Konzept vom Schwellenwert d ≥.40
 ab hier wird mehr erreicht als der durch-
schnittliche Zuwachs eines Lernjahres
durch normalen Unterricht
 66 der 138 Einflussfaktoren liegen über dem
Schwellenwert
 31 Einflussgrößen bleiben unter d ≥.20
Ergebnisse der Hattie-Studie
 Klassenwiederholung (-.16)
 Klassengröße (.21)
 offene Lernformen (.01)
 jahrgangsübergreifender Unterricht (.04)
 außerschulisches Lernen (.09)
 Team Teaching (.19)
 systematische Elternarbeit (.51)
Ergebnisse der Hattie-Studie
 „peer tutoring“ (.55)
 kooperatives Lernen (.59)
 problemlösendes Lernen (.61)
 Feedback (.74)
 Formative Evaluation (.90)
Hatties Schlussfolgerungen
Es wird ein Muster erkennbar, das sich aus
folgenden zentralen Lehr-Lern-Komponenten
zusammensetzt:
 evaluative Lehr- und Lernhaltungen
 Schülerorientierung (mit den Augen der Lernenden!)
 „classroom management“
 aktivierende Lernstrategien
 humaner Umgang und lernförderliches Klima

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Zentrale Befunde der Hattie-Studie

  • 1. Visible Learning. A synthesis of over 800 meta-analyses relating to achievement (2009) von John A. C. Hattie
  • 2. Die Hattie-Studie  benannt nach John A. C. Hattie  Titel „Visible Learning“ (2009)  Versuch einer Gesamtschau aller dazu vorliegenden Studien zu Einflussfaktoren  berücksichtigt 138 Einflussfaktoren für Lernerfolg  Datenbasis: 50.000 Einzelstudien  Untersuchungsdauer: 15 Jahre
  • 3. Seine Vorgehensweise  Problem: riesige Datenmenge  800 sog. „Meta-Analysen“ setzen Studien in Beziehung zueinander  „Effektmaße“ messen Wirksamkeit der Einflussfaktoren
  • 4. Seine Bewertung der Daten  Hattie interessieren besonders die Effektmaße What works? What works best?  Hattie berücksichtigt Einflussfaktoren erst ab einem Effektmaß von d ≥.40 (sonst üblich ist d ≥.20)
  • 5. Seine Bewertung der Daten Hatties Konzept vom Schwellenwert d ≥.40  ab hier wird mehr erreicht als der durch- schnittliche Zuwachs eines Lernjahres durch normalen Unterricht  66 der 138 Einflussfaktoren liegen über dem Schwellenwert  31 Einflussgrößen bleiben unter d ≥.20
  • 6. Ergebnisse der Hattie-Studie  Klassenwiederholung (-.16)  Klassengröße (.21)  offene Lernformen (.01)  jahrgangsübergreifender Unterricht (.04)  außerschulisches Lernen (.09)  Team Teaching (.19)  systematische Elternarbeit (.51)
  • 7. Ergebnisse der Hattie-Studie  „peer tutoring“ (.55)  kooperatives Lernen (.59)  problemlösendes Lernen (.61)  Feedback (.74)  Formative Evaluation (.90)
  • 8. Hatties Schlussfolgerungen Es wird ein Muster erkennbar, das sich aus folgenden zentralen Lehr-Lern-Komponenten zusammensetzt:  evaluative Lehr- und Lernhaltungen  Schülerorientierung (mit den Augen der Lernenden!)  „classroom management“  aktivierende Lernstrategien  humaner Umgang und lernförderliches Klima