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Visible Learning for Teachers

John Hattie
by

Jason Curry

on 13 February 2013

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Transcript of Visible Learning for Teachers

Maximizing Impact on Learning Visible Learning for Teachers Visible Learning - effective practice for teachers Add all this up... Preparing
Starting
Conducting
Ending
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
challenge
commitment
confidence
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 sue 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 Impact on Student Achievement Exercise 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 Feedback:
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 failurein 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 rerlationships in the classrooms.
8. Teachers inform all about the language of learning.
Full transcript