background preloader

John Hattie & His Top 10 High Impact Teaching Strategies

John Hattie & His Top 10 High Impact Teaching Strategies
Note, this article refers to John Hattie’s 2009 book, Visible Learning. You can find an updated summary of his findings here. John Hattie synthesized over 500,000+ studies related to student achievement in his book Visible Learning. In this book he showed that teachers can make a difference despite other circumstances that may impede learning. In fact, Hattie found that most teachers have some degree of impact on their students’ learning. However, some teachers have far more impact than others. According to Hattie: What Should Teachers Do? John Hattie discovered that teachers are far more likely to have a large and positive impact if they: You are far more likely to have a low (or even negative) impact if you: Repeat studentsLabel students (fixed mindset)Have low expectations Hattie & His Top 10 Teaching Strategies According to John Hattie, high-impact, evidence-based teaching strategies include: Teaching strategies that had little or no impact included: Hattie Found Curriculum Matters Too

Related:  Academic Skills for HEStudent Learning

The Role of an Academic Skills Tutor (this is a good summary of the work I do) One-to-one Specialist Study Support is student-centred and designed around your individual academic needs. It involves an exploration of your own Specific Learning Difference and how it impacts on your learning along with developing the strategies most appropriate to you, as an individual. The time it takes will vary depending on where you are in your learning journey. Ways in which our specialist tutors can help your study: The Study Support Service is at the forefront of the sector with specialist tutors who are all qualified teachers with postgraduate specialisms in areas which include: dyslexia, dyspraxia, ADHD and mental health concerns and how they might affect your study. — Frequently Asked Questions How often should I use retrieval practice? The more the better, and space it out. Practice makes perfect, and the more the retrieval practice, the harder it is to forget information. In addition, spacing it out makes retrieval more challenging, and remember that the more challenging the retrieval practice, the better. So, you could include a quick quiz immediately after a lesson, a week after a lesson, and a month after a lesson. These “relearning” sessions are important to refresh our knowledge.

LearnBetter Essentials (Edinburgh University) LearnBetter Essentials: a selection of factsheets on core study development and learning topics, including academic reading, writing, reflection, and revision and exams. Accessible versions of all the materials on these pages will be available on LearnBetter. Starting your University studies Information sheets to help you adjust to ways of working at university, e.g. understanding expectations | managing your time | making notes in lectures. Reading Downloadable factsheets on: Choosing academic material | Reading for assignments | Reading a research paper | Using a book | Reading critically

How to Push the Boundaries of School with Dynamic Learning Save Pinterest Does your classroom offer one-and-done types of learning activities, or does the learning grow, inspire, and evolve throughout the year and beyond? With digital tools like G Suite for Education that are available 24/7, the learning doesn’t have to stop when the bell rings at the end of class, or when the worksheet is turned in, or even when the school year ends. My students can't write essays – I blame Ireland's declining academic standards As a postgraduate student in an Irish university, every teaching year brings its headaches. The biggest of all? Bad essays. The Irish school system isn’t equipping my students with the basic skills they need to research and write their papers. The university isn’t supporting them, and I’m left to pick up the pieces. Although I ought to be used to this by now, I’m especially dreading my return to teaching this year – because changes to Ireland’s final exam system are about to make things even worse.

Watching Yourself: The Potential Of Video Recording In Student Reflection ShareTwittPin Watching Yourself: The Potential Of Video Recording In Student Reflection contributed by Jesse Johnson A basic truth: It’s impossible to reflect on what’s happening if you don’t know what’s happening. In my freshman composition courses, I had regular one-on-one meetings with students throughout the term, scheduled at crucial points during writing projects. Well before the final deadline of a research paper, I would ask students to send me a draft so we could meet and discuss their progress, their challenges, and their goals. How to prepare for university: dos and don’ts We asked university lecturers, personal tutors and doctors for their top tips to avoid stress from the start: • Don’t expect to excel at every aspect of your course. “That can lead to burnout,” says Dr Hinnah Rafique, a lecturer in public policy at Oxford University.

How to Spark Curiosity in Children Through Embracing Uncertainty In the classroom, subjects are often presented as settled and complete. Teachers lecture students on the causes of World War I, say, or the nature of matter, as if no further questioning is needed because all the answers have been found. In turn, students regurgitate what they’ve been told, confident they’ve learned all the facts and unaware of the mysteries that remain unexplored. Without insight into the holes in our knowledge, students mistakenly believe that some subjects are closed. Universities don’t understand how international students learn The UK is one of the top destinations for international students, holding around 12.6% of the global market for recruitment. But those working in higher education will know that the sustainability of this market is uncertain. Both EU and non-EU student enrolments have significantly dropped during 2013-2014. And while non-EU students represent 48% of the UK postgraduate Stem (science, technology, engineering and maths) courses, there is a 50% drop in the postgraduate numbers from India.

Future of Education 2030 The Millennium Project has conducted the study Education and Learning Possibilities by the Year 2030 in 2006-2007. The inputs were collected using the Real-Time Delphi technique. The purpose of the study was to provide a global picture of potential futures of education and learning, which were to be used as an input to the new Vision of Korea for 2030 report to the Ministry of Education. How to use deliberate practice to improve your writing Last week, as one of my last duties as research fellow at RMIT before I take up my new role at ANU, I hosted two seminars – one from Prof Anthony Pare from McGill and the other from Prof Helen Sword, the writer of the wonderful “Stylish Academic Writing”. Helen and Anthony had many interesting observations about the process of learning to write, but both made the same basic point: very few of us have formal instruction in how to write like an academic. As Anthony Pare pointed out, when you write essays as an undergraduate you are ‘eavesdropping’ on expert conversation; as a PhD student you are expected to be a part of that conversation. Writing for a teacher is easier than writing for your peers because the expectations are clearer. This is why many PhD students experience what he calls the “J curve”: a rapid drop in confidence, but a long term upswing as this new kind of writing practice is mastered.