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Visible Learning for Teachers Maximizing Impact on Learning 1st Edition by John Hattie ISBN 1136592326 9781136592324

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Visible Learning for Teachers Maximizing Impact on Learning 1st Edition John Hattie Digital Instant Download

Author(s): John Hattie
ISBN(s): 9781136592324, 1136592326
Edition: 1
File Details: PDF, 1.02 MB
Year: 2012
Language: english
SKU: EB-5421512 Category: Tag:

Visible Learning for Teachers Maximizing Impact on Learning 1st Edition by John Hattie – Ebook PDF Instant Download/Delivery: 1136592326, 9781136592324
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ISBN 10: 1136592326 
ISBN 13: 9781136592324
Author: John Hattie

In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’

Visible Learning for Teachers Maximizing Impact on Learning 1st Table of contents:

1 Visible learning inside
Outcomes of schooling
Outline of the chapters

Part 1 The source of ideas and the role of teachers

2 The source of the ideas
The evidence base
The barometer and the hinge-point
The story
Conclusions
Exercise

3 Teachers: the major players in the education process
The case for the passionate, inspired teacher
a. Expert teachers can identify the most important ways in which to represent the subject that they teach
b. Expert teachers are proficient at creating an optimal classroom climate for learning
c. Expert teachers monitor learning and provide feedback
d. Expert teachers believe that all students can reach the success criteria
e. Expert teachers influence surface and deep student outcomes
How do expert teachers differ from experienced teachers in these five dimensions?
The inspired teacher
Conclusions
Exercises

Part 2 The lessons

4 Preparing the lesson
Prior achievement
The self-attributes that students bring to the lesson
Self-efficacy
Self-handicapping
Self-motivation
Self-goals
Self-dependence
Self-discounting and distortion
Self-perfectionism
Hopelessness
Social comparison
Targeted learning
Learning intentions
Success criteria
Five components of learning intentions and success criteria

  1. Challenge

  2. Commitment

  3. Confidence

  4. Student expectations

  5. Conceptual understanding
    The curriculum: what should be taught, choice of resources, and progress
    Choice of resources
    Progression
    Teachers talking to each other about teaching
    Coaching teachers to talk to each other about the impact of their teaching
    A well-known method to get teachers talking to each other about teaching
    Conclusions
    Exercises

5 Starting the lesson
The climate of the classroom
Teachers talk, talk, and talk
Questions
Teachers need to talk, listen, and do – as do students
Proportions of surface, deep, and conceptual understanding
The role of peers and social support
Know the kids and let go of the labels
Choosing the method
Teachers as evaluators and activators
Conclusions
Exercises

6 The flow of the lesson: learning
Various phases of learning
a. Capabilities in thinking
b. Phases of thinking: surface to deep
c. Phases of motivation
d. Phases of how we learn
e. Differential instruction
f. Comments on the phases of learning
Adaptive experts
Learning strategies
Multiple ways of knowing
Multiple ways of interacting
Multiple opportunities for practising
Knowing that we are learning
Backward design
Learning requires two major skills
Deliberate practice
Concentration or persistence
How to see the learning through the eyes of the students
Conclusions
Exercises

7 The flow of the lesson: the place of feedback
The three feedback questions
Where am I going?
How am I going there?
Where to next?
The four feedback levels

  1. Task and product level

  2. Process level

  3. Self-regulation or conditional level

  4. Self level
    Overall comment on the four levels
    Frequency of feedback
    Types of feedback
    Disconfirmation can be more powerful than confirmation
    Errors need to be welcomed
    Feedback from assessment to teachers
    Rapid formative assessment
    Use of prompts as a precursor to receiving feedback
    Attributes of students and feedback
    The culture of the student
    Asking students about feedback
    The power of peers
    Conclusions
    Exercises

8 The end of the lesson
The lesson experience from the student’s perspective
The lesson experience from the teacher’s perspective
The lesson experience from the curricular perspective
The lesson experience from a formative and summative perspective
Conclusions
Exercises

Part 3 Visible Learning for Teachers

9 Mind frames of teachers, school leaders, and systems
A model for systems
A model for school leaders
A model for change
a. Develop a foundation for delivery
b. Understand the delivery challenge
c. Plan for delivery
d. Drive delivery
e. Develop, identify, and esteem success

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