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John Hattie's Visible Learning

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Venke Breland

on 9 April 2014

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Transcript of John Hattie's Visible Learning

John Hattie's
Visible Learning for Teachers

Chapter 6: The Flow of the Lesson:

Student Engagement
Sometimes, when we hear this word, we are ready to...
Ways of Interacting
Use conceptual frameworks or graphic organizers to illustrate concept relationships
Use stories and examples rather than facts or principles
Tell students that reasoning comes from problems or disruptions in their thought process, and that they should embrace this- it is a normal part of learning.
Train students in how to SELF-regulate their learning/thought process
"self" means they do it by themselves- not ask questions constantly

Perfect practice makes perfect performance...

Teach students how to study/review in spaced increments rather than one single "cram session"
Show students the value in what they are learning
Make it relatable to their life AND reality
This will improve student engagement and then help students develop a sense of confidence in the classroom

Mindfulness and the Brain
Is important.

It doesn't have to be THAT difficult.
Ways of Knowing
Use multiple ways to illustrate new concepts
Present related, or associated, ideas near to each other in time and space (chunk related ideas and skills)
Present materials in verbal, visual, AND multimedia formats
overloading students' working memory by presenting/teaching too much information at once
Using multimedia that distracts students, rather than links to the lesson or skill
Student Engagement can be broken down into 4 groups, or subcategories.
“Too often professional development focuses on

to teach
, not on how students learn.

If teachers want to help students improve, they need to take the seemingly invisible process of learning,
which occurs in the head
, and
make it visible
for students. Teachers need to instruct students in how to learn."

- Hattie, p. 104

is one of the top 10 ... for students

What will you water?
What weeds will you pull?
resting the mind
Opportunities for Practice
Knowing that we are learning

Model metacognition using a read loud- think aloud to demonstrate how to think about thinking
Students need to make errors to learn
Maintain a safe classroom environment so students will go beyond their comfort levels
Challenges help LONG-TERM retention
The Prefrontal Cortex
High level functions
decision making, planning, organizing, integrating
intention to pay attention
emotional balance and regulation
body regulation
intuition--visceral experience
Feedback, feedback, feedback
Define feedback.
Why is it important to you?
Is feedback a compliment?
When should you give feedback?
Why would a student desire feedback?
If we want students to grow, we must water the seeds and rid the weeds.. but how?
First, we must understand HOW students are engaged in learning.
Ways of Knowing
Ways of interacting
Opportunities for Practicing
Knowing that we are Learning
As the teacher, model first then gradually release responsibility
Model, guided practice, independent practice
Sound familiar? (We already do this!)
Use multiple and different examples to help students understand abstract ideas
Feedback is one of the top 10 influences of student learning
Rapid formative feedback in the form of class discussions and questions in the classroom is needed
Praise vs. Feedback- they are not the same. Keep them separate.
Forms of Feedback
Task/product level
- correct vs. incorrect
Process level
- compare/contrast (more discussion of how to complete a task better)
Self-regulation level
- self-reflection; self check and analyze why the answer was wrong
How will you help your
students grow?
...meaning, what will you continue and what will you change?
Full transcript