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John Hattie's Eight Mind Frames For Teachers

John Hattie's Eight Mind Frames For Teachers
“Hattie’s 8 Mind frames”. Video scribe project by Cheryl Reynolds. In Visible Learning for Teachers (p. 159 ff) John Hattie claims that “the major argument in this book underlying powerful impacts in our schools relates to how we think! It is a set of mind frames that underpin our every action and decision in a school; it is a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.” John Hattie believes “that teachers and school leaders who develop these ways of thinking are more likely to have major impacts on student learning.” During the summer holidays we stumbled upon a great video made by Cheryl Reynolds, a senior lecturer at the University of Huddersfield.

Related:  John Hattie, Visible LearningTeaching & LearningHattie och Visible learning

Visible Learning: 800+ Meta Studies And 138 Effects Visualized John Hattie has synthesized more than 800 meta-studies related to achievement. In his book Visible Learning he found 138 influences with positive and negative effects on learning outcomes. Some of Hattie’s critics state that comparing so many different things would be like comparing apples and oranges. But is it? The following visualizations show how many studies Hattie actually read and synthesized for his ground-breaking meta-meta-study on what works in the classroom. How many meta-studies has John Hattie synthesized for each of the 138 influences? International tests don't tell us about the quality of Australian education? At the end of last year, the results of two international tests – the Trends in International Maths and Science Study (TIMSS), and the Program for International Student Assessment (PISA) Australia – were released and both showed Australia had fallen a few rungs in the international education league tables. The attacks on Australian education began immediately. Opinion columns and letters to the editor accused schools and teachers of failing their students and suggested ways to fix the 'crisis'. It is clear that the international tests comprise the sole evidence for the claim that standards in Australian education are slipping in comparison to other countries but what do they test? TIMSS tests sample groups of students every four years in year 4 and year 8 maths and science in 49 countries; PISA tests sample groups of 15-year-old students every three years in maths, science and reading in 72 countries.

What works in education – Hattie’s list of the greatest effects and why it matters I have been a fan of John Hattie’s work ever since I encountered Visible Learning. Hattie has done the most exhaustive meta-analysis in education. Thanks to him, we can gauge not only the relative effectiveness of almost every educational intervention under the sun but we can compare these interventions on an absolute scale of effect size. Perhaps most importantly, Hattie was able to identify a ‘hinge point’ (as he calls it) from exhaustively comparing everything: the effect size of .40. Anything above such an effect size has more of an impact than just a typical year of academic experience and student growth. And an effect size of 1.0 or better is equivalent to advancing the student’s achievement level by approximately a full grade.

edutopia Student: I opened it up, and there was a root inside. Anne: What's exciting about the inquiry models that we go far and above what the curriculum expectations are. Kids are invested in their learning, and they're able to transfer and apply what they're learning in school to the real world. Lindsay: Inquiry based learning allows the students to be the thinkers. Teachers begin their lesson with an idea of where they want to end in mind, but really give the students the opportunity to drive it to that point. Teachers toolbox - Professor John Hattie's Table of Effect Sizes Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?'. An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • a correlation between some variable (e.g., amount of homework) and achievement of approximately .50

Leading school improvement: It’s difficult isn’t it? Being the leader of a school is a demanding and complex enterprise. A critical agenda for any school leader is improving the learning of students. Why can it be so hard to generate improvement that is sustainable? If the solution was straightforward, all schools would be on a trajectory towards strong academic achievement. A characteristic of high performing schools is strong and effective leadership; but, what is it about leadership (at all levels in a school) that can move a school towards improvement and transformation? Glossary of Hattie's influences on student achievement This Glossary explains influences related to student achievement published in John Hattie’s Visible Learning for teachers (Hattie 2012; 251ff). You can find an older list of influences related to student achievement in Hattie (2009) Visible Learning. 1. Student Self-Reported Grades

A focus on innovative learning environments ‘Developing innovative learning environments is necessary today, as traditional educational approaches will not be able to deliver 21st Century competencies for learners.’ That's one of the key findings of an OECD (Organisation for Economic Cooperation and Development) policy report on school reform. Education Policy Outlook 2015: Making Reforms Happen, explores successful approaches to growing and sustaining innovative learning environments (ILEs). It draws on research carried out by the OECD’s Centre for Educational Research and Innovation across 23 countries. In addition to sharing key findings, the report highlights key elements of ILEs and the challenges faced by schools and policymakers in growing and sustaining these spaces. The organisation says 21st Century schools and learning environments should strive to: