Wednesday, July 18, 2012

Visible Learning for Teachers: Impact--7/18 #educhat prep

Thanks to Shira Leibowitz (@shiraleibowitz ) and Kathy Perret (@KathyPerret), co-moderators of the Wednesday night 10 EST #educoach chat, I began reading Visible Learning for Teachers, Maximizing Impact on Learning by John Hattie. I was particularly excited about this book because it perfectly aligns with my current teaching focus which is maximizing my ability to coach students for academic success.  

Tonight is the first chat and we'll focus on chapters 1-3.  I plan to keep track of the book's  thought-provoking points, questions and ways that I hope the book's premise will positively affect the work I do.  This prep work will help me to stay focused on the chat and garner the wisdom of the many coaches, educators and administrators who will take part in tonight's chat.

#educoach 7/18 chat prep: Quotes from Chapters 1-3
"Visible teaching and learning occurs when learning is the explicit and transparent goal when it is appropriately challenging, and when the teacher and the student both (in their various ways) seek to ascertain whether and to what degree the challenging goal is attained." (p. 14)

"Visible teaching and learning occurs when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, and when there are active, passionate, and engaging people (teacher, students, peers) participating in the act of learning." (p.14)

"When students become their own teachers, they exhibit the self-regulatory attributes that seem most desirable for learners (self-monitoring, self-evaluation, self-assessment, self-teaching). Thus, it is visible teaching and learning by teachers and students that make the difference." (p.14)

"A key premise is that the teacher's view of his or her role is critical." (p. 14) "Know thy impact." (p. ix)

"A common theme in this book is . . . . to consider teaching primarily in terms of its impact on student learning." (p. 1)

". . .teachers and school leaders need to be critical evaluators of the effect they are having on their students." (p. 4)

"An appropriate mind frame combined with appropriate actions work together to achieve a positive learning affect." (p.15)

"Learning is a very personal journey for the learner and the teacher." (p. 15)

". . .six signposts towards excellence in education. . ." (p. 18): 

  • Teachers are "most powerful influences in learning."
  • "Teachers need to be directive, influential, caring, and actively and passionately engaged in the process of teaching and learning."
  • "Teachers need to be aware of what each and every student in their class is thinking and what they know. . . . so they can provide meaningful and appropriate feedback. . ."
  • Teachers and students need to understand the teaching/learning path: "Where are you going?, "How are you going?, and "Where to next?"
  • ". . .it is the learner's construction of this knowledge and ideas that is critical."
  • ". . .need to create . . .environments in which error is welcomed. . .and in which teachers can feel safe to learn, re-learn, and explore knowledge and understanding."
"My role, as teacher, is to evaluate the effect I have on my students. It is to "know thy impact", it is to understand this impact, and it is to act on this knowing and understanding."(p. 19)

" focus on providing feedback in an appropriate and timely manner to help students to attain the worthwhile goals of the lesson."

"Without focus, even the best leadership ideas will fail. . ." Reeves 2011:14

"A typical lesson never goes as planned." (p. 26)

"This is how a profession works; it aims to help to identify the goal posts of excellence. . .encourage collaborations with all in the profession to drive the profession upwards; and it aims to esteem those who show the competence." (p. 33)

". . .develop learning intentions, success criteria, questions for assignments, and teacher and student in-class questions, and to provide feedback on assignments, and teacher and student in-class questions, and to provide feedback on student work. Ensure that there are high levels of agreement across teachers as to which categories are surface and which are deep." (p. 34)

"Teachers must set challenging goals, rather than "do your best" goals, and invite students to engage in these challenges and commit to achieving the goals." (p. 27)

As I reflect on the main points of the first three chapters, I realize that there is a lot to consider in these chapters.  I look forward to tonight's discussion and the points that prove to be discussed and explored.