Visible Learning for Teachers by John Hattie

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Visible Learning for Teachers by John Hattie by Mind Map: Visible Learning for Teachers by John Hattie

1. Chapter 1: Visible learning inside

1.1. Visible

1.1.1. Making student learning visible to teachers

1.1.2. Making teaching visible to students to learn to be own teachers

1.2. Learning how we go about knowing and understanding and then doing something

1.3. Effect size

1.3.1. Compares results of different measures

1.3.2. Virtually everything works; setting a goal for above zero is too low

1.3.3. At least average effect size of 0.40 is appropriate goal

1.4. Outcomes of schooling

1.4.1. Greater income, health and happiness

1.4.2. Education shapes productive citizens

1.4.2.1. Critical evaluation

1.4.2.2. Challenging minds and dispositions

1.5. Practice of teaching

1.5.1. No fixed recipe

1.5.2. Notions of a way of thinking and doing

1.5.3. Major mind frames

2. Chapter 2: The source of the ideas

2.1. The evidence base

2.1.1. Effect size calculated for compairison

2.1.2. Major part of analyses was looking for moderator

2.1.3. Effect size as call to action

2.1.4. Become evaluator of effect

2.2. The barometer and the hinge point

2.2.1. More important to read the discussion about each influence to find importance on impact

2.2.2. Almost everything works: must identify level of impact for claiming positive effect

2.2.3. 0.40 as 'hinge-point' for working actions

2.3. The story

2.3.1. Learning as the explicit goal

2.3.2. Role reversal between students and teachers

2.3.3. Appropriate mind frame

2.3.3.1. Teacher role to evaluate their effect on learning

2.3.3.2. Provide opportunities for students to develop learning strategies

2.3.3.3. Ensure cognitive change in the student

2.3.4. Create learning environment

2.3.4.1. Error is okay

2.3.4.2. Safe and trust between teacher and students as well as among peers

2.3.5. Passion

2.3.6. Challenge and feedback

2.3.7. Over-learning

2.3.7.1. Knowing without thinking

2.3.7.2. Practice for improved performance

2.4. Conclusions

2.4.1. Six signposts towards excellence in education

2.4.1.1. 1. Teachers are most powerful influences in learning

2.4.1.2. 2. Teachers need to be directive, influential, caring and actively engaged

2.4.1.3. 3. Teachers need to be able to construct meaning and meaningful experiences

2.4.1.4. 4. Teachers need to know the learning intentions

2.4.1.5. 5. Teachers need to move from the single idea to multiple ideas

2.4.1.6. 6. Environments where error is welcomed

2.4.2. Powerful, passionate, accomplished teachers are those who:

2.4.2.1. Focus on cognitive engagement

2.4.2.2. Focus on problem-solving

2.4.2.3. Focus on students gaining fluency with knowledge

2.4.2.4. Provide feedback

2.4.2.5. Seek feedback

2.4.2.6. Understand how we learn

2.4.2.7. See learning through the eyes of students

3. Chapter 3: Teachers: the major players in the education process

3.1. Visible learning: Checklist for inspired and passionate teaching

3.1.1. Adults recognize:

3.1.1.1. Variation among teacher impact

3.1.1.2. All place high value on positive effect

3.1.1.3. All are vigilant about building expertise

3.1.2. All teachers are passionate and inspired

3.1.3. Professional development program

3.1.3.1. Enhances teachers' deep subject understanding

3.1.3.2. Supports learning through analyses

3.1.3.3. Helps to know how to give feedback

3.1.3.4. Attends to students' affective attributes

3.1.3.5. Teacher's ability to influence

3.1.3.6. Helps teachers to seek pathways towards:

3.1.3.6.1. Solving instructional problems

3.1.3.6.2. Interpreting events in progress

3.1.3.6.3. Being sensitive to context

3.1.3.6.4. Monitoring learning

3.1.3.6.5. Testing hypotheses

3.1.3.6.6. Demonstrating respect

3.1.3.6.7. Sowing passion

3.1.3.6.8. Helping students understand complexity

3.1.4. Professionalism in the school through collaboration towards 'visible learning inside'

3.2. Expert teachers: Differ form experienced teachers

3.2.1. Can identify the most important ways in which to represent the subject they teach

3.2.2. Are proficient at creating an optimal classroom climate for learning

3.2.3. Monitor learning and provide feedback

3.2.4. Believe that all students can reach the success criteria

3.2.5. Influence surface and deep student outcomes

3.2.6. Differ from experienced teachers