Visible Learning for teachers provides detailed explanations to prepare, teach and analyze lessons according to what works best. Providing adequate feedback is an important aspect. Checklists and examples help teachers to try visible learning in their own classroom. School principals and administrators find useful and actionable ideas for school development based on visible learning.
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.
\"Read and get books click =0415690153 Visible Learning for Teachers: Maximizing Impact on LearningIn November 2008, John Hattie s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.This book:links the biggest ever research project on teaching strategies to practical classroom implementationchampions both teacher and student perspectives and contains step by step guidance including \"
The term 'visible learning' was coined by Education Researcher John Hattie (2009) as an extremely simple concept. According to the visible learning concept, learning must be as seen and as apparent as possible, and not assumed. Visible Learning methodology indicates that the teachers educate the students about what they are supposed to learn, how to learn, and how they can assess their progress. John Hattie's Visible Learning Approach makes teachers assessors of their effect on student learning.
Visible Learning allocates an enhanced role for teachers as they begin to evaluate their teaching. According to John Hattie, visible learning and intelligent teaching take place when teachers begin to see learning from the eyes of students and guide them to become their teachers.
To measure the effect of visible learning, Hattie performed the statistical analysis on millions of students through 'effect size' and compared the experimental effect of many teaching strategies on student achievement, e.g. learning strategies, feedback, holidays and class size.
John Hattie used over 68,000 education research projects and 25 million students to research what makes the student learning the most successful. According to Hattie's meta-analyses chapter of Visible Learning, the greater the effect size, the more beneficial the approach. Whatever is at or greater than 0.4 is seen as the \"Zone of Desired Effects.\" Hattie contends that school learning and teachers must focus their energy on enhancing skills with the help of these approaches. According to John Hattie, visible learners are the students who can:
Visible learning is greatly dependent upon the visible teaching strategies i.e. actions and attitude of the teacher. To become a visible teacher, a teacher must be active, transparent, engaging and passionate in their own learning and teaching the students. Enhanced role for teachers involves teaching in the most visible and deliberate ways. John Hattie believes that the visible teachers possess the following eight important mind frames. Visible teachers:
The visible learning research data is organized according to the effect sizes, based on John Hattie's work for his series of books titled Visible Learning. In John Hattie's research paper with Gregory Donoghue 'Learning Strategies: A Synthesis and Conceptual Model' one area they discussed was surface, deep and transfer learning. According to Hattie, 'when' and 'what' possess equal importance in the instruction which affects learning. Teaching strategies that support learners' surface-level learning are not equally effective for deep learning, and vice versa. Using the correct approach with the correct stage of learning is an important lesson to be learned. Below is the model of learning proposed by Hattie.
It is important to identify exactly which part of the traditional or virtual teaching worked well and led to visible student learning. To implement this in a classroom, students need to understand what they are learning, what is the purpose of learning, how to check their learning, and why it was important to have learned. For achieving these goals, teachers need to check various influences on the achievement of students using success criteria and learning intentions on an everyday basis. According to Hattie, student success criteria and learning intentions can improve student learning two to three folds, which greatly contribute to teacher clarity. 59ce067264