By John Hattie
In November 2008, John Hattie’s ground-breaking ebook Visible Learning synthesised the result of extra than fifteen years study concerning hundreds of thousands of scholars and represented the most important ever number of evidence-based study into what truly works in colleges to enhance learning.
Visible studying for Teachers takes the next move and brings these flooring breaking thoughts to a very new viewers. Written for college kids, pre-service and in-service lecturers, it explains tips to observe the rules of Visible Learning to any school room anyplace on the earth. the writer bargains concise and undemanding summaries of the main profitable interventions and provides functional step by step advice to the profitable implementation of noticeable studying and visual educating within the lecture room.
- links the most important ever learn venture on educating ideas to useful lecture room implementation
- champions either instructor and scholar views and includes step-by-step counsel together with lesson training, studying studying and suggestions in the course of the lesson and submit lesson stick to up
- offers checklists, routines, case reports and most sensible perform eventualities to help in elevating achievement
- includes entire college checklists and suggestion for college leaders on facilitating seen studying of their institution
- now comprises extra meta-analyses bringing the complete pointed out in the examine to over 900
- comprehensively covers various components of studying job together with scholar motivation, curriculum, meta-cognitive options, behaviour, educating suggestions, and lecture room management.
Visible studying for Teachers is a needs to learn for any scholar or instructor who wishes a proof dependent solution to the query; ‘how can we maximise fulfillment in our schools?’
Read Online or Download Visible Learning for Teachers: Maximizing Impact on Learning PDF
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Extra resources for Visible Learning for Teachers: Maximizing Impact on Learning
Noted, it is as easy as it is legitimate for teachers to claim that students’ suggestions rarely take adequate account of the complexity of the teacher’s task, but it is only those teachers who have the mind frame that students’ perceptions are important who make the sustained efforts needed to engage students more in learning. 33 The source of ideas and the role of teachers Exercises 1. Using a six-point Likert scale (from ‘Strongly disagree’ to ‘Strongly agree’) administer the ‘7 Cs’‘measure of effective progress’ discussed above.
A major claim in this chapter is that the differences between high-effect and low-effect teachers are primarily related to the attitudes and expectations that teachers have when they decide on the key issues of teaching – that is, what to teach and at what level of difficulty, and their understandings of progress and of the effects of their teaching. It is some teachers doing some things with a certain attitude or belief system that truly makes the difference. This brings me to the first set of attributes that relate to ‘visible learning inside’: passionate and inspired teachers.
1 show dramatic differences in how students see the classes of those teachers (called ‘high added-value teachers’) who have added higherthan-expected achievement gains (taking into account students’ prior achievement, at the 75th percentile) compared with students in classes in which the gains are much lower (at the 25th percentile). For example, teachers whose students claim that they ‘really try to understand how students feel about things’ are more likely to be at the 75th percentile than at the 25th in terms of the value-added learning that occurs in classes.
Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie