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John Hattie:The End of the Lesson and Mind Frames of Teachers, School Leaders, and Systems

By Marilyn and the Fizz Eddies (Thinking Hat World Tour opens next week)
by

Mark O'Connor

on 4 January 2013

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Transcript of John Hattie:The End of the Lesson and Mind Frames of Teachers, School Leaders, and Systems

John Hattie: The End of The Lesson and Mind Frames of Teachers, School Leaders and Systems The Interview We need to invite our students into learning (Purkey, 1992)
* such engagement conveys respect, trust, optimism and intentionality by the teachers
* four major patterns:
a) lesson was intentionally disinviting
b) lesson was unintentionally disinviting
c) lesson was unintentionally inviting
d) lesson was intentionally inviting
Think-Pair-Share Activity: Can you give examples of each of these four? The Essence of the Student-Centred Teacher is Fourfold Warmth - the foundational contributor
Trust- the optimistic and high expectations contributor
Empathy - the "get to know students" contributor
Positive Relationships - the contributors together The Lesson Experience from the Curricular Perspective
(Teachers critique the learning intentions and success criteria, and have evidence that:) And now...some food for thought By Marilyn and the Fizz Eddies (Hatties Off World Tour opens next week) What are the key dimensions in evaluating whether or not students are invited to learn?

- Respect
Did you demonstrate to all students that they were able, valuable, and responsible and did you treat them accordingly?
- Trust
Did the lesson lead to cooperative, collaborative engagment in the learning - was the process as important as the product?
- Optimism
Did the students get the message that they possess untapped potential in learning?
- Intentionality
- Was the way in which you created and maintained the flow of the lesson specifically designed to invite learning? •Challenged students
•Encouraged students
•Helped students
•Got students to think about nature and quality of the work
•Developed students’ abilities to think and reason mathematically
•Encouraged students to try different techniques
•Showed students how to problem solve What is the difference between an Accomplished Teacher and an Experienced Teacher? •Students can articulate the learning intentions and success criteria in a way that shows that they understand them
•Students attain the success criteria
•Students see the success criteria as appropriately challenging

•Teachers use this information when planning their next set of lessons/learning •When the cook tastes the soup, it is formative; when the guests taste the soup, it is summative
•Serving poor soup to the guests is probably the best indicator that the cook was lousy at tasting it during the preparations

•Tests that are most powerful for formative interpretations tend to be those created to measure what is to be taught in a series of lessons Conclusions •Students are at least as effective as teachers – often well ahead of most administrators and parents if the curriculum is delivered well
•Efficiency – does not mean ‘speed’, but more cognitive efficiency
•Efficiency – from many sources, the use of diverse learning strategies A Model for Systems •SIP – improved teaching and learning
•Teachers + school leaders = evaluators
•School climate is essential for sustained success
•Improvements = building capacity
•Students are never ‘owned’ by a teacher, but by the school
•“I have touched the future: I teach” Michael Fullan: Moral Imperative and drivers in education Practices for Improved Outcomes •Collaborative teamwork
•“Good to Great” – right bus, right seats

•Wrong Drivers – accountability (using test results to appraise, punish or reward), promoting individual teacher and leadership solutions, assuming that technology will carry the day, fragmented strategies

•Right Drivers – creating a powerful centrality of the learning-instruction-assessment nexus, power new teaching innovations with technology, and building systematic synergy of the three drivers A Model for School Leaders •Transformational – inspiring teachers to new levels of energy and commitment towards a common mission
•Instructional – attend to the quality and impact of all in the school
•Learning leaders role – coaching over an extended time, the use of data, focus on how students learn, working collaboratively A Model for Change •Develop a Foundation for Delivery
•Understand the Delivery Challenge
•Plan for Delivery
•Drive Delivery
•Develop, Identify, and Esteem Success Eight Mind Frames •Teachers/leaders believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement
•Teachers/leaders 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
•Teachers/leaders want to talk more about the learning than the teaching •Teachers/leaders see assessment as feedback about their impact
•Teachers/leaders engage in dialogue not monologue
•Teachers/learners enjoy the challenge and never retreat to ‘doing their best’
•Teachers/learners believe that it is their role to develop positive relationships in classrooms/staffrooms •Teachers/leaders inform all about the language of learning When does the lesson end? When teachers review learning through the eyes of their students - what was the effect of the teaching? www.surveymonkey.com/s/Hattie

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