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Hattie's Visible Learning for Teachers

John Hattie

Corey Hartley

on 25 July 2017

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Transcript of Hattie's Visible Learning for Teachers

Maximizing Impact on Learning
Visible Learning for Teachers
Visible Learning - effective practice for teachers
Add all this up...
linear set of decisions made in lesson planning
Expert teachers can identify the most important ways in which to represent the subject that they teach
Expert teachers are proficient at creating an optimal classroom climate for learning
Expert teachers monitor learning and provide feedback
Expert teachers believe that all students can reach the success criteria
Expert teachers influence surface and deep student outcomes
Teachers: the major players in the education process
Must take into account:
the self-attributes that students bring to the lesson
targeted learning
learning intentions
student expectations
conceptual understanding
teacher collaboration to prepare...
Must take into account:
climate of classroom - must be positive and free from disruptions
less teacher talk, more listening
questions - on average, 60% of questions asked daily are at the recall level, 20% are procedural
3 levels of understanding - surface, deep, and conceptual
peer and social support throughout the lesson
teacher is evaluator and activator
Starting the Lesson
You are a great and
Impactful teacher
I see learning through the eyes of my students
I help students to become their own teachers
Mind Frames
I am an evaluator
I am a change agent
I am a seeker of feedback
I use dialogue more than monologue
I enjoy challenge
I have high expectations for all
I welcome error
I am passionate about and promote the language of learning
A Cooperative and Critical Planner
I use learning intentions and success criteria
I aim for surface and deep outcomes
I consider prior achievement and attitudes
I set high expectation targets
I feed the gap in student learning
An Adaptive Learning Expert
I create trusting environments
I know the power of peers
I use multiple strategies
I know when and how to differentiate
I foster deliberate practice and concentration
I know I can develop confidence to succeed
A Receiver of Feedback
I know how to use the three feedback questions
I know how to use the three feedback levels
I give and receive feedback
I monitor and interpret my learning/teaching
Preparing the Lessons
Flow of the lesson: Learning and feedback
Various phases of learning:
Capabilities in thinking
Phases of thinking:surface to deep
Phases of motivation
Phases of how we learn
Differential instruction
Where am I going?
How am I going there?
Where to next?
Four feedback Levels:
Task and product level
Process level
Self regulation level
Self level
The End of the Lesson
Checklist for learning
Was the lesson intentionally disinviting
Was the lesson unintentionally disinviting
Was the lesson Unintentionally inviting
was the lesson intentionally inviting
Mind Frames
1. Teachers want to talk more about the learning than the teaching.
2.Teachers see assessment as feedback about their impact.
3. Teachers believe that their fundamental task is to evaluate the effect of
their teaching on student's learning and achievement.
4.Teachers believe that success and failure in student learning is about what they, as teachers or leaders, did or did not do...we are change agents!
5. Teachers engage in dialogue not monologue.
6. Teachers enjoy the challenge and never retreat to "doing their best".
7. Teachers believe that it is their role to develop positive relationships in the classrooms.
8. Teachers inform all about the language of learning.
Know your impact
Full transcript