Fostering partnerships between home and school… | The Curious Kindergarten One of the things that most inspires me about schools in Reggio Emilia is the connectivity they have to the families and the communities they serve. Something I am striving for this year is a stronger link between home and school. Some of the questions I have been pondering are: How do I make my students and their parents feel welcome in our learning space? How do I develop a learning partnership with my students’ families? This is a picture of our classroom family wall – a dedicated spot in the room that holds photographs of the children and their families (and pictures of my family and our ECE’s family too!). Another way I am trying to connect with parents this year is by sending out a weekly email which highlights some of the ideas/concepts/discussions that occurred in our class during the week. What are some ways you celebrate your students’ families and involve parents in your program? Like this: Like Loading...
Visible Learning Archives Welcome to the second day of the Visible Learning World Conference in London. We’ll keep you updated with live impressions from the conference. For real-time updates make sure to follow the #VLWorld2016 hashtag on Twitter. The Visible Learning World Conference 2016 took place in (surprisingly sunny) London. Recently, John Hattie’s two books Visible Learning and Visible Learning for Teachers have been translated into Chinese. “Improving Schools through Visible Learning: Research, Practice and Impact”. Tagged with: Andy Hargreaves, Barry Hymer, Craig Parkinson, David Hopkins, Deb Masters, Guy Claxton, Helen Butler, James Nottingham, John Hattie, Mick Waters, Shirley Clarke, Tony MacKay, Visible Learning, Visible Learning into Action, Visible Learning World Conference Posted in Visible Learning John Hattie’s new policy paper is a double issue about distractions and solutions. John Hattie’s new study is called What Doesn’t Work in Education: The Politics of Distraction.
BFL och kollegialt lärande – powerpoint Dylan Wiliam Integrera formativ bedömning systematiskt och strukturellt hållbart genom kollegialt lärande tillsammans i TLC-grupper Dylan Wiliam är professor emeritus vid University of London, och är en av världens främsta forskare och föreläsare inom formativ bedömning. Den 20 maj 2013 föreläste Dylan Wiliam i Nynäshamn i Sverige. Anledningen till att formativ bedömning måste prioriteras i alla skolor.Anledningen till att vi måste höja måluppfyllelsen. Vilka försök som gjorts och anledningen till varför det inte har fungerat.Formativ bedömning vad det är och vad det inte är.Strategier och praktiska tekniker för formativ bedömning Powerpoint-material:Integrera formativ bedömning systematiskt och strukturellt hållbart genom kollegialt lärande tillsammans i TLC-grupper – Nynäshamn 20 maj, Dylan Wiliam Du kanske också är intresserad av:Vad är formativ bedömning och varför ska lärare arbeta med det - Lund 11 mars, Dylan Wiliam
The Curious Kindergarten | Welcome to The Curious Kindergarten, a blog about the discoveries my students and I make in our full-day kindergarten! A bit about me: I have been teaching Kindergarten for several years and have recently started implementing so
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.” During the summer holidays we stumbled upon a great video made by Cheryl Reynolds, a senior lecturer at the University of Huddersfield. My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.The success and failure of my students’ learning is about what I do or don’t do.
Expert: Så kan Sverige utbilda fler mattetalanger Singaporeeleverna toppresterar i matematik i internationella tester som Pisa och Timss. I veckan besökte Yeap Ban Har, själv lärare och forskare vid National Institute of Education i Singapore, Sverige för att utbilda lärare i konceptet som hyllas för att ha höjt resultaten i den asiatiska landet. – Det viktigaste är lärarna. Hur påverkar vi lärare så att de använder de här metoderna i klassrummet, säger Yeap Ban Har. Till skillnad från jämnåriga i Singapore presterar svenska elever en bra bit under snittet i OECD och EU när matematik mäts i internationella jämförelser. Yeap Ban Har tror att en viktig orsak är att lärarna i Sverige mest fokuserar på att eleverna ska vara bra nog och få godkänt, och inte på att hjälpa de bästa eleverna att utvecklas. De förklarar innan de låter eleverna försöka. Han pekar på att Sverige i Timss-mätningen 2011 hade en hög andel elever som klarade de grundläggande kraven, medan bara 3 procent av eleverna i årskurs fyra räknades som avancerade. Stäng
What Does Inquiry Look Like in Kindergarten? | Early Learning Central The children were engaged in the inquiry process while observing the properties of water. As they worked at learning centres the teacher invited interested children to come and discuss what they know about water and its colour. The children made comments which reflected their emerging understanding of the properties of water. These comments then acted as the basis for which to lead the investigation. The children were then prompted to wonder whether the water is the same colour as the white carnation flower. Next the children considered what would happen if colour was added to the water. The children made all kinds of hypotheses including “the flowers will die”, “the water will change”, “the water will change the colours of the flowers”. The children all had theories about how the flowers became coloured.
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. The caveat in any meta-anlysis, of course, is that we have little idea as to the validity of the underlying research. Fans of the book may be unaware that a brand new Hattie book has just been released entitled Visible Learning for Teachers: Maximizing Impact on Learning. Can you guess the next two items on the rank order list? “Home environment” and “socio-economic status.”