Group items tagged

"Robert Marzano and John Hattie have both reviewed research into what teaching strategies make the biggest difference to students' results. While they used different methods and terminology, they agreed on these 8 powerful strategies."

"I was excited to read two recent reports from researcher John Hattie: What Doesn't Work in Education: The Politics of Distraction andWhat Works Best in Education: The Politics of Collaborative Expertise.Hattie, whose seminal research is on the educational practices most likely to lead to student gains, examines those findings to determine how we increase those practices within schools. It is no surprise to many of us that he has landed on the power of collaborative learning."

John Hattie June 2015

"Today's guest blog is written by John Hattie, Professor of Education and Director of Research at the University of Melbourne. In addition, he is the author of four books relating to Visible Learning.  "Learning thrives on error" Among all the influences that can make a profound difference in student learning is how we think about our role!  So, start with looking inward and ask about the mind frames you have as an educator. "

In this new paper, the first of two, he addresses the question of what this search for more impact means, and he does two things powerfully. The first is to make the case that the minimum goal of education, when rightly expressed, should be for all students to make at least one year's progress for one year's input, no matter where they start. The second is to argue that at the level of public policy there are many ideas, many of them popular and plausible, which do not pass the 0.4 test.

John Hattie talking about his work

Ensuring that students are assessment-capable learners is the most important thing we can do to raise student achievement. The final task for this first session is to reflect on your own classroom. Use the continua below to mark where you think your students are in relation to being assessment-capable.

"My students -- who I surveyed last week in an attempt to gather some feedback about the unit overview sheets that my learning team developed together -- really dig the tool that we're using to give them opportunities to reflect on what they're learning."

"If my students are TRULY going to reflect daily on their progress towards mastering essential outcomes, they HAVE to become skilled at spotting trends in their OWN learning. "

Good article on Hattie's research "Can you guess the next two items on the rank order list? "Home environment" and "socio-economic status." In other words, everything on the list has a greater effect on student achievement than the student's background - despite the endless fatalism of so many teachers on this point (especially in the upper grades)."

"Effective instructional leaders don't just focus on student learning. They relentlessly search out and interrogate evidence of that learning."

"VISIBLE LEARNING: WHAT DOES IT SAY ABOUT GROUPING STUDENTS?"

"Visible Learningplus is a professional development program for teachers that explores how evidence can be used to create innovation in the learning environment. Our work is focused on John Hattie's research and the principles of Visible Learning and visible teaching. This outstanding research involved millions of students and represents the largest ever evidence-based research into what actually works best in schools to improve learning."

"What is self-assessment? The ability to be a realistic judge of one's own performance."

"Intentionally involving your students in the assessment process helps students to become lifelong learners.  Peter Senge (2000) says, "A cornerstone of lifelong learning is the capacity for objective self-assessment - the ability to judge for yourself how well you are doing."  Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:"

"Critical thinking is thinking that assesses itself. To the extent that our students need us to tell them how well they are doing, they are not thinking critically. Didactic instruction makes students overly dependent on the teacher. In such instruction, students rarely develop any perceptible intellectual independence and typically have no intellectual standards to assess their thinking with. Instruction that fosters a disciplined, thinking mind, on the other hand, is 180 degrees in the opposite direction."