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John Hattie: Visible Learning Pt1. Disasters and below average methods.

John Hattie: Visible Learning Pt1. Disasters and below average methods.

http://www.youtube.com/watch?v=sng4p3Vsu7Y

Related:  Instruction explicite

Explicit Teaching: A Lesson Structure That Delivers Results How should you organise your lessons? What lesson structure should you adopt? Your answer to these questions will have a profound effect on how successful your lessons will be. Speaking with: John Hattie on how to improve the quality of education in Australian schools Do we actually know what works when it comes to improving the quality of education in schools? A new four-part ABC documentary series, Revolution School, looks at what the research tells us about what works in education – and what doesn’t. It tells the story of how a typical suburban high school in Victoria, Kambrya College, managed to turn around from rock bottom to being in the top 25% of study scores in the state. Smaller class sizes, private schooling, homework and discipline do not make a difference to the quality of education, explains education expert John Hattie – “what really matters is interaction with teachers, clinical teaching, constantly measuring each student’s knowledge and responding to their individual needs”. Maxine McKew speaks with John Hattie about what we need to be doing to improve the quality of education in Australian schools – and the kind of debates we really should be having.

Teacher credibility: why it matters and how to build it DEAD POETS SOCIETY, Robin Williams, 1989 When your students view you as a credible teacher, they are more likely to do well in school. According to John Hattie’s latest results (2016), teacher credibility has a massive impact (d = 0.9) on the subsequent learning that happens in the classroom. To put this in perspective, teacher credibility has more than twice the impact of student motivation. How Teachers Are Using Technology at Home and in Their Classrooms A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies have helped them in teaching their middle school and high school students in many ways. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers. In addition, they report that there are striking differences in the role of technology in wealthier school districts compared with poorer school districts and that there are clear generational differences among teachers when it comes to their comfort with technology and its use in their classrooms. Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: AP and NWP teachers bring a wide variety of digital tools into the learning process, including mobile phones, tablets, and e-book readers About this Study

‘’No single intervention by schools is worse than retention’’ – Exclusive interview with Professor John Hattie, part 1. Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. Lesson Goals: A Quick Way to Boost Student Achievement Great lessons start with a clear focus and lesson goals provide that focus. Do you want to help more of students to succeed? Would you like to push each child to new levels of personal excellence? Then try setting lesson goals every day. Research1 shows that teachers who are clear about what they want their students to learn as a result of each lesson have a higher impact on their students’ results.

Top 10 Evidence Based Teaching Strategies Most teachers care about their students’ results. If you are reading this article, you are undoubtedly one of them. There is no doubt that teachers make a difference to how well their kids do at school. Educational Transformation through Technology at MIT - Active Learning The process of learning should engage the imagination—both of students and of faculty. So MIT set about transforming university education from a string of passive lectures in introductory courses into an intense, active, personalized and highly collaborative adventure. The key: more flexible modes of learning that better stimulate discovery and improve understanding of conceptual material. These projects have been implemented in the past five years: Conceive-Design-Implement-Operate—CDIO: Developed in partnership with engineering schools across Europe and beyond, a new model of engineering education recasts the fundamentals in the context of concept, design, implementation and operation.

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