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rag_Visible learning for_0000 | VISIBLE LEARNING
FOR TEACHERS
MAXIMIZING IMPACT ON LEARNING
JOHN HATTIE
0 RE . E 1 V f 5 f E e D c e R T t v s e e S a lo E c E p ff m h ect T e e s e n a r c t - h a T e S y . l r p 3 i t ca 0 u l dent . r 4 e 0 lation Z D E sh O F E . i F S 5 N p E 0 I s E R C = E O T D . S F 7 . 2 6 0 .70 .80 .9 1 0 .0 0 RE . E 1 V ... | Visible learning for teachers | book | 363 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0001 | 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 cla... | Visible learning for teachers | book | 161 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0002 | 40 Visible Learning for Teachersis a must read for any student or teacher who wants an evidence1 based answer to the question:‘how do we maximize achievement in our schools?’
3 John Hattieis Professor and Director of the Melbourne Education Research Institute at
4 the University of Melbourne, Australia and honorary Pr... | Visible learning for teachers | book | 176 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0003 | utilized in any form or by any electronic,mechanical,or other means,now
known or hereafter invented,including photocopying and recording,or in any 4
information storage or retrieval system,without permission in writing from the 5
publishers. 6
Trademark notice:Product or corporate names may be trademarks or registered ... | Visible learning for teachers | book | 171 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0004 | 6 PART 2 The lessons 35
8 4 Preparing the lesson 37
5 Starting the lesson 69
6 The flow of the lesson:learning 92
3 7 The flow of the lesson:the place of feedback 115
8 The end of the lesson 138
7 PART 3 Mind frames 147
9 9 Mind frames of teachers,school leaders,and systems 149
1 References 171
2 Appendix A Che... | Visible learning for teachers | book | 129 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0005 | 4 Elliot is now aged 10.When Visible Learning was being completed,Elliot was diagnosed
5 with leukaemia.Since then,he has completed the four-year regime of chemotherapy;now,
6 his own system is being asked to take over.He has started school,is learning to read and
7 write, and is becoming a happy, adventurous pre-teen ... | Visible learning for teachers | book | 478 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0006 | Preface
is that it is more than passing surface-level tests. It involves impacting on the love of 1
learning,inviting students to stay in learning,and seeing the ways in which students can 2
improve their healthy sense of being,respect for self,and respect for others – as well as 3
enhancing achievement.What achievemen... | Visible learning for teachers | book | 380 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0007 | As I noted in the preface to Visible Learning,the message about schools is a positive
one.Both Visible Learning and this book are based on the story of many real teachers whom
I have meet,seen,and some of whom have taught my own sons.Many teachers already
think in the ways for which I argue in both this (and the ear... | Visible learning for teachers | book | 137 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0008 | First,to nurture and challenge my daughters’intellectual and imaginative capacities way 9
out to horizons unsullied by self-fulfilling minimalist expectations.Don’t patronize them 40
with lowest-common-denominator blancmange masquerading as knowledge and 1
learning;nor crush their love for learning through boring pedag... | Visible learning for teachers | book | 159 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0009 | 9 When all is said and done,surely this is what every parent and every student should
10 be able to expect of school education:not only as delivered within every public school
1 in NSW,but within every school not only in Australia but throughout the entire world.
Know thy impact.
John Hattie
University of Melbourne,... | Visible learning for teachers | book | 56 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0010 | The team in the visible learning lab at the University of Auckland have been a major 4
inspiration for this book.We have all worked in an open space,sharing ideas,problems, 5
and successes.Over the past 12 years,we have developed a major assessment and reporting 6
system for all New Zealand elementary and high schools,... | Visible learning for teachers | book | 395 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0011 | Visible learning
inside
When we buy a computer,there is often a label proclaiming that it has ‘Intel inside’.While
most of us might not know exactly what this means,the label acts as a seal of approval
indicating that what we are buying is good quality and will work.Indeed,it does indicate
this:‘Intel inside’refers to ... | Visible learning for teachers | book | 417 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0012 | Visible learning inside
This book also builds on perhaps the most significant discovery from the evidence in
Visible Learning: namely, that almost any intervention can stake a claim to making a
difference to student learning.Figure 1.1 shows the overall distribution of all of the effect
sizes from each of the 800+ meta... | Visible learning for teachers | book | 329 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0013 | stceffE
fo
.oN
<–1.01 –.98 –.93 –.88 –.83 –.78 –.73 –.68 –.63 –.58 –.53 –.48 –.43 –.38 –.33 –.28 –.23 –.18 –.13 –.08 –.030 .07 .12 .17 .22 .27 .32 .37 .42 .47 .52 .57 .62 .67 .72 .77 .82 .87 .92 .97 1.02 1.07 1.12 1.17 1.22 1.27 1.32 1.37 1.42 1.47 1.52 1.57 1.62 1.67 1.72 1.77 1.82 1.87 1.92 1.97 >2.0
FIGURE 1.1 Distr... | Visible learning for teachers | book | 78 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0014 | Visible learning inside
effect size of at least 0.40.The d = 0.40 is what I referred to in Visible Learning as the
hinge-point (or h-point) for identifying what is and what is not effective.
EFFECT SIZE
An effect size is a useful method for comparing results on different measures (such as
standardized,teacher-made test... | Visible learning for teachers | book | 463 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0015 | Visible learning inside
20–40 per cent less likely to be on welfare.These ‘costs’far exceed the costs of demonstratively successful educational interventions.Graduating from high school increases tax
revenue,reduces taxes paid into public health,and decreases criminal justice and public
assistance costs,plus there is c... | Visible learning for teachers | book | 532 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0016 | Visible learning inside
to imply that there is a simple linear set of decisions,it is a ‘coat hanger’to present the
ways of thinking – the mind frames – which are the most critical messages.
The first part of the practice of teaching is the major mind frames required by the school
leaders or teachers.The source of thes... | Visible learning for teachers | book | 387 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0017 | Visible learning inside
serve as an advance organizer,and the aim of the chapters is to convince you of the merits
of this program logic.
Each chapter develops a set of checklists for schools to evaluate whether they have
‘visible learning inside’.These checklists are not meant as tick lists of ‘yes’or ‘no’,but as
guid... | Visible learning for teachers | book | 289 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0018 | 4 In 2009,Visible Learningwas published.This was the culmination of many decades of work
5 – finding,reading,and analysing meta-analyses.I recently spoke in Seattle to a group of
6 educators about this work.It was like a return to the beginning:my search began there
7 in 1984,when I was on sabbatical at the University ... | Visible learning for teachers | book | 282 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0019 | 6 I have seen teachers who are stunning,who live the principles outlined in this book,
7 and demonstrably make a difference.They play the game according to the principles
8 outlined here.They question themselves, they worry about which students are not
9 making appropriate progress,they seek evidence of successes and g... | Visible learning for teachers | book | 145 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0020 | The source of ideas and the role of teachers
So what was the story and what was the evidence base? This chapter introduces the main 1
implications from Visible Learning and,most importantly,introduces the course of ideas 2
for this book.The next chapter,Chapter 3,will provide more about the evidence on which 3
this sto... | Visible learning for teachers | book | 81 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0021 | The basic units of analysis are the 900+ meta-analyses.A meta-analysis involves identify- 9
ing a specific outcome (such as achievement) and identifying an influence on that outcome 10
(for example, homework), and then systematically searching the various databases: 1
mainstream journals and books (such as ERIC,PsycINF... | Visible learning for teachers | book | 474 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0022 | The source of the ideas
1 the rate of learning by 15 per cent.About 65 per cent of the effects were positive (that
2 is,improved achievement),and 35 per cent of the effects were zero or negative.The average
3 achievement level of students in classes that prescribed homework exceeded 62 per cent
4 of the achievement lev... | Visible learning for teachers | book | 390 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0023 | 0.27.Both are smallish effects,but one is far cheaper to implement than the other.The
relatively better return on cost from the latter is obvious – thus,the relative effect of two
smallish effects can have different implications.
Almost everyone can impact on learning if the benchmark is set at d > 0.0 – as is so
o... | Visible learning for teachers | book | 150 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0024 | The source of ideas and the role of teachers
of 0.20,and on average we can have an influence of 0.40.There are many students who 1
benefit from being in classes in which they regularly gain > 0.40 from a program 2
implemented by a high-impact teacher.The central question should be the debate about 3
allocating resource... | Visible learning for teachers | book | 461 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0025 | The barometer and the hinge-point 3
One of the tensions in writing Visible Learningwas to present the evidence without over- 5
whelming the reader with data.I wanted a visual image to summarize the oodles of data. 6
My partner devised the illustration shown in Figure 2.1 as a ‘barometer of influences’. 7
The arrow in ... | Visible learning for teachers | book | 204 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0026 | 6 to explain differential effects within that influence.The information under the barometer provides
7 more detail on how confident we can be about the summary information:the number of
8 meta-analyses on each category (five in Figure 2.1,based on 161 studies,and 295 effect
9 sizes).There were 105,282 students in the f... | Visible learning for teachers | book | 293 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0027 | 2.–
.3 .4 .5
.6
.2 .7
1 . .8
–. 0 .9
1 1 .0
–.
1 .1
1.2
HOMEWORK d = .29
KEY
Standard error .027 (Low)
Rank 88th
Number of meta-analyses 5
Number of studies 161
Number of effects 295
Number of people (4) 105,282
FIGURE 2.1 The barometer for the influence of homework | Visible learning for teachers | book | 57 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0028 | The source of ideas and the role of teachers
in terms of making a visible difference to student learning.Because it is the ‘average’point, 1
it becomes an achievable,‘real-world’hinge-point,not an idealistic or aspirational target. 2
The 0.40 hinge-point is also important because it is close to the average effect that ... | Visible learning for teachers | book | 320 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0029 | The simple principle underlying most of the syntheses discussed in this book is ‘visible 6
teaching and learning’.Visible teaching and learning occurs when learning is the explicit 7
and transparent goal,when it is appropriately challenging,and when the teacher and the 8
student both (in their various ways) seek to asc... | Visible learning for teachers | book | 295 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0030 | 5 actions,and how every resource (especially peers) can be used to play a part in moving
6 students from what they can do now to where the teacher considers they should be – and
7 to do so in the most efficient,as well as effective,manner.It matters what teachers do –
8 but what matters mostis having an appropriate min... | Visible learning for teachers | book | 306 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0031 | The source of ideas and the role of teachers
the student,although there are remarkable commonalities in this journey for many teachers 1
and students.It requires much skill for teachers to demonstrate to all of their students that 2
they can see the students’‘perspective,communicate it back to them so that they have 3
... | Visible learning for teachers | book | 650 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0032 | The source of the ideas
1 the discipline being taught,and a demonstration that the teacher is not only teaching,but
2 also learning (typically about the students’processes and outcomes of learning).In the
3 current economic climate of many countries,property values have plummeted,leading to
4 fewer resources available ... | Visible learning for teachers | book | 625 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0033 | The source of ideas and the role of teachers
concept can apply to any learning.‘Over-learning’can be a factor in helping us to achieve 1
fluency.Over-learning is what happens when we reach a stage of knowing what to do 2
without thinking about it;its critical feature is that it reduces the load on our thinking 3
and co... | Visible learning for teachers | book | 142 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0034 | The major argument presented in this book is that when teaching and learning are visible, 4
there is a greater likelihood of students reaching higher levels of achievement.To make 5
teaching and learning visible requires an accomplished ‘teacher as evaluator and activator’, 6
who knows a range of learning strategies to... | Visible learning for teachers | book | 201 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0035 | It is some teachers with certain mind frames that make the difference.That teachers
are the greatest source of variance is often disputed,but how many more studies do we
need to show their impact? There are production studies that relate specific attributes of
teachers (such as education,experience);there are varian... | Visible learning for teachers | book | 159 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0036 | 3. Teachers need to be aware of what each and every student in their class is thinking 5
and what they know,be able to construct meaning and meaningful experiences in light 61
The source of the ideas
1 of this knowledge of the students,and have proficient knowledge and understanding
2 of their subject content so that ... | Visible learning for teachers | book | 178 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0037 | 4 6. School leaders and teachers need to create schools, staffrooms, and classroom envi5 ronments in which error is welcomed as a learning opportunity,in which discarding
6 incorrect knowledge and understandings is welcomed,and in which teachers can feel
7 safe to learn,re-learn,and explore knowledge and understanding. | Visible learning for teachers | book | 46 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0038 | 9 In these six signposts,the word ‘teachers’is deliberate,because a major theme is when
20 teachers meet to discuss,evaluate,and plan their teaching in light of the feedback evidence
1 about the success or otherwise of their teaching strategies and their conceptions about
2 progress and appropriate challenge.This is no... | Visible learning for teachers | book | 176 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0039 | 4 ■ focus on students’cognitive engagement with the content of what it is that is being
5 taught;
6 ■ focus on developing a way of thinking and reasoning that emphasizes problem-solving
7 and teaching strategies relating to the content that they wish students to learn;
8 ■ focus on imparting new knowledge and understan... | Visible learning for teachers | book | 182 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0040 | This focus is sustained,unrelenting,and needs to shared by all in a school.As Reeves (2011) 5
has demonstrated,there is a strong link between a sustained focus across all involved within 6
a school on limited goals and improved student achievement.The above are the ‘foci’that 7
can make a sustained improvement. 8
With... | Visible learning for teachers | book | 161 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0041 | Acceleration (for example, skipping a year) High Medium Low
Comprehension programs High Medium Low 8
Concept mapping High Medium Low 9
Cooperative vs individualistic learning High Medium Low 30
Direct instruction High Medium Low 1
Feedback High Medium Low
Gender (male compared with female achievement) High Medium Low
... | Visible learning for teachers | book | 179 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0042 | Using simulations and gaming High Medium Low
Vocabulary programs High Medium Low
Whole language programs High Medium Low
8 Within-class grouping High Medium Low
CHAPTER
Teachers: the major
players in the
education process 9 | Visible learning for teachers | book | 34 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0043 | It might have seemed more obvious to start with the students,but that would not be the 7
correct place to start! We so often make claims about students,their learning styles,their 8
attitudes,their love or not of schooling,their families and backgrounds,and their culture. 9
In so many cases,this discussion is about why... | Visible learning for teachers | book | 435 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0044 | Teachers:the major players in the education process
1 difference.The effect of high-effect teachers compared with low-effect teachers is about
2 d = 0.25,which means that a student in a high-impact teacher’s classroom has almost a
3 year’s advantage over his or her peers in a lower-effect teacher’s classroom (Slater,Da... | Visible learning for teachers | book | 358 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0045 | 30 VISIBLE LEARNING – CHECKLIST FOR INSPIRED AND PASSIONATE TEACHING
2 1. All adults in this school recognize that:
3 a. there is variation among teachers in their impact on student learning and achievement;
4 b. all (school leaders, teachers, parents, students) place high value on having major
5 positive effects on a... | Visible learning for teachers | book | 126 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0046 | One of the more exciting periods of my research work was when I was at the University 1
of North Carolina working with Richard Jaeger,Lloyd Bond,and many others on the 2
technical issues relating to the National Board for Professional Teaching Standards 3
(NBPTS).Laurence Ingvarson and I recently edited a book about th... | Visible learning for teachers | book | 342 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0047 | VISIBLE LEARNING – CHECKLIST FOR INSPIRED AND PASSIONATE TEACHING
3. This school has a professional development program that:
a. enhances teachers’ deeper understandings of their subject(s);
b. supports learning through analyses of the teachers’ classroom interactions with
students;
Teachers:the major players in t... | Visible learning for teachers | book | 174 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0048 | of knowledge that they have about curriculum matters or knowledge about teaching
strategies – but expert teachers do differ in how they organize and use this content
knowledge.Experts possess knowledge that is more integrated,in that they combine the
introduction of new subject knowledge with students’prior knowledg... | Visible learning for teachers | book | 176 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0049 | more responsive to students.This allows expert teachers to build understandings as to the
how and why of student success.They are more able to reorganize their problem-solving
in light of ongoing classroom activities,they can readily formulate a more extensive range
of likely solutions, and they are more able to che... | Visible learning for teachers | book | 177 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0050 | An optimal classroom climate for learning is one that generates an atmosphere of trust – 4
a climate in which it is understood that it is okay to make mistakes,because mistakes are 5
the essence of learning.For students,the process of reconceptualizing what they know so 6
that they can take on board new understandings ... | Visible learning for teachers | book | 211 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0051 | c. Expert teachers monitor learning and provide feedback 20
This ability of expert teachers to problem-solve,to be flexible,and to improvise ways in 2
which students can master the learning intentions means that they need to be excellent 3
seekers and users of feedback information about their teaching – that is,of fee... | Visible learning for teachers | book | 179 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0052 | fixed (even if there is evidence to show it may not be – see Dweck,2006).It requires
teachers to have high respect for their students and to show a passion that all can indeed
attain success.The manner used by the teacher to treat and interact with students,to respect
them as learners and people,and to demonstrate c... | Visible learning for teachers | book | 162 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0053 | 8 To be passionate about teaching is not only to express enthusiasm but also to enact it
9 in a principled,values-led,intelligent way.All effective teachers have a passion for their
10 subject,a passion for their pupils and a passionate belief that who they are and how
1 the teacher can make a difference in their pupil... | Visible learning for teachers | book | 71 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0054 | 5 Students can see it.The Measures of Effective Teaching Project (Gates Foundation,2010)
6 has estimated the value-added component of 3,000 teachers and at the same time asked
7 students of these teachers to complete surveys of their experiences in these classes.The
8 set of seven factors (the ‘7 Cs’) listed in Table 3... | Visible learning for teachers | book | 193 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0055 | e. Expert teachers influence surface and deep student
outcomes
The fundamental quality of an expert teacher is the ability to have a positive influence
on student outcomes – and,as noted in Chapter 1,such outcomes are not confined to
test scores,but cover a wide range:students staying on at school and making an inv... | Visible learning for teachers | book | 147 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0056 | 7‘
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w... | Visible learning for teachers | book | 214 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0057 | Teachers:the major players in the education process
1 How do expert teachers differ from experienced teachers in
2 these five dimensions? | Visible learning for teachers | book | 21 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0058 | 4 These five dimensions of expert teachers were identified from a literature review and they
5 set the scene for a study in which we compared National Board certified teachers (NBCs)
6 (‘expert teachers’) with teachers who had applied for, but did not become, NBCs
7 (‘experienced teachers’).While we sampled more than 3... | Visible learning for teachers | book | 253 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0059 | 1.2
Essential Guiding Monitoring and Affective IInnfflluueenncciinngg ssttuuddeenntt
6 representations learning feedback attributes oouuttccoommeess
8 0.8
0.6
0.4
3 0.2
5 0
6 7 8 9 4 1 2 0 D e e p r e pr es P e n r o t a b t l A i e o n m n t B s i c s e i o p t l t a v e t i r n e d g a e M n c d i u s l p i t C... | Visible learning for teachers | book | 377 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0060 | with 29 per cent of the work samples of non-NBC teachers (see Figure 3.2).Students of 5
expert teachers are much more adept at deep,as well as surface,understanding,whereas 6
experienced non-experts are as adept at surface,but not deep,learning. 7
Although there have been many claims of what makes an effective teacher,... | Visible learning for teachers | book | 229 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0061 | The inspired teacher 3
VISIBLE LEARNING – CHECKLIST FOR INSPIRED AND PASSIONATE TEACHING
4. This school’s professional development also aims to help teachers to seek pathways
towards:
a. solving instructional problems;
b. interpreting events in progress;
c. being sensitive to context;
d. monitoring learning;
e.... | Visible learning for teachers | book | 79 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0062 | 8 Steele (2009) has used our studies to develop a model of ‘inspired teaching’.She made
9 distinctions between the ‘unaware’,‘aware’,‘capable’,and ‘inspired’teacher;that inspiration
10 comes both from teachers being evaluators of their own effect and from teachers taking
1 inspiration from the students – their reaction... | Visible learning for teachers | book | 153 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0063 | 2 These teachers are firmly convinced that they are responsible for student learning and
3 consistently bend their efforts toward doing a better job every day.
4 (Steele,2009:185) | Visible learning for teachers | book | 28 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0064 | 6 These teachers see better ways in which to teach their students;they believe that how
7 they talk about the specific topic and the ways in which they lead students to experience
8 it can make each lesson more engaging;and they believe that they are personally respon9 sible for student learning.Most of us recall our f... | Visible learning for teachers | book | 301 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0065 | The source of ideas and the role of teachers
Federer is inspiring and most of us would claim that he is an expert tennis player.Similarly, 1
inspired teachers do not always have inspired teaching,but overall the probabilities are such 2
that we can talk about inspired teachers.Yes,in my own tennis playing,I too can pla... | Visible learning for teachers | book | 495 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0066 | Conclusions 6
VISIBLE LEARNING – CHECKLIST FOR INSPIRED AND PASSIONATE TEACHING
5. Professionalism in this school is achieved by teachers and school leaders working
collaboratively to achieve ‘visible learning inside’. | Visible learning for teachers | book | 30 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0067 | Teachers:the major players in the education process
1 There is so often a rush to solve the problem of ‘the teachers’, but this is a mistaken
2 direction.The messages in this book should not take us into the territory of measuring
3 teachers,paying better teachers more,changing the training,and fixing entry into the
4 ... | Visible learning for teachers | book | 632 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0068 | The source of ideas and the role of teachers
Exercises 1
1. Using a six-point Likert scale (from ‘Strongly disagree’to ‘Strongly agree’) administer 3
the ‘7 Cs’‘measure of effective progress’discussed above.Use the results as the basis for 4
a discussion about how you could change what you do as a teacher to have more... | Visible learning for teachers | book | 142 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0069 | 4. Monitor the topics of debate in staff meetings,coffee sessions,and professional devel- 5
opment meetings,then classify them according to domains of discussion (for example, 6
structural,teaching,curricular,assessment,student).If they are not about the impact of 7
our teaching,discuss what would be required in this s... | Visible learning for teachers | book | 166 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0070 | 7. Ask each teacher to think about the last time that they showed passion in their teaching.
Ask students the same question (about their teachers). Compare these examples of
passionate teaching.
PART
The lessons | Visible learning for teachers | book | 34 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0071 | 4 The aim of the next five chapters is not to suggest that there is a linear route through
5 from planning to impact,but to frame the findings from Visible Learning into the key stages
6 of decision making through which teachers work when they are engaged in the staccato
7 of teaching and learning.Decisions are so ofte... | Visible learning for teachers | book | 448 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0072 | The lessons
on worthwhile outcomes,setting high expectations,knowing the students’starting and 1
desired success in learning, seeking evidence continually about their impact on all 2
students,modifying their teaching in light of this evaluation,and joining in the success of 3
truly making a difference to student outcom... | Visible learning for teachers | book | 176 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0073 | 7 6. The school has,and teachers use,defensible methods for:
8 a. monitoring,recording,and making available,on a ‘just in time’ basis,interpretations
9 about prior,present,and targeted student achievement;
30 b. monitoring the progress of students regularly throughout and across years,and this
1 information is used in ... | Visible learning for teachers | book | 132 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0074 | The lessons
What a student brings to the classroom each year is very much related to his or her 1
achievement in previous years:brighter students tend to achieve more and not-so-bright 2
students achieve less.Our job as teachers is to mess this up,by planning ways in which to 3
accelerate the growth of those who start ... | Visible learning for teachers | book | 381 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0075 | 1. The first is the ‘sensorimotor’stage,which occurs between birth and the age of 2. 9
Children rely on seeing, touching, and sucking objects, and they are learning the 30
relationship between their bodies and the environment.They learn object permanence 1
– that is,that an object exists independent of them,even when i... | Visible learning for teachers | book | 182 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0076 | Of course,there have been many critiques,modifications,and enhancements of this work. 5
The greatest criticism relates to the notion of fixed stages tied to ages:it is argued that 61 | Visible learning for teachers | book | 28 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0077 | Preparing the lesson
1 students can be in multiple stages (which Piaget also argued), that the stages are not
2 necessarily tied to these ages (Piaget suggested that these were guides),and that there is
3 no strict sequence.Case (1987,1999) showed that the achievement of staged milestones
4 in cognitive development did... | Visible learning for teachers | book | 248 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0078 | 1 If you cannot assess the range of mental levels of the children in your class, and
2 simultaneously what is the level of cognitive demand of each of the lesson activity,how
3 can you plan and then execute – in response to the minute by minute responses of the
4 pupils – tactics which result in all engaging fruitfully... | Visible learning for teachers | book | 62 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0079 | 7 Second,learning is collaborative and requires dialogue,and this requires teachers to be
8 attentive to all aspects of peer-to-peer construction and mediation (particularly in whole9 class discussion,by encouraging and creating spaces for all views,comments,and critique).
30 This allows teachers to be more aware of bo... | Visible learning for teachers | book | 248 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0080 | The lessons
The self-attributes that students bring to the lesson 1
VISIBLE LEARNING – CHECKLIST FOR PLANNING
7. Teachers understand the attitudes and dispositions that students bring to the lesson,and
aim to enhance these so that they are a positive part of learning.
As well as bringing their prior achievement,stu... | Visible learning for teachers | book | 168 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0081 | The metaphor of the rope aimed to emphasize that there is no single strand underlying
our self-concept,but that there were many overlapping concepts of self,and the strength
in the rope ‘lies not in one fibre running throughout its length,but in the overlapping of
many fibres’(Wittgenstein,1958:section 67).These man... | Visible learning for teachers | book | 118 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0082 | with peers,and pride in investing energy in actions that will lead to successful outcomes.
A major claim of the rope model is that students are ‘choosers’and aim to impose some 30
sense of order,coherence,and predictability in their world;we make choices about how 1
to interpret events,about alternative courses of acti... | Visible learning for teachers | book | 240 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0083 | Preparing the lesson
1 valuable – and this requires appropriate challenge and helping students to see the value
2 of investing in the deliberate practice of learning school-based subjects (Purkey,1992).
3 Some of the self-processes to which teachers need to pay attention,and that they must
4 modify where necessary,incl... | Visible learning for teachers | book | 164 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0084 | Self-efficacy This is the confidence or strength of belief that we have in ourselves that we
can make our learning happen.Those with high self-efficacy are more likely to see hard
tasks as challenges rather than try to avoid them,and when they have failures,they see
them as a chance to learn and to make a greater ef... | Visible learning for teachers | book | 142 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0085 | (cid:127)procrastination
7 (cid:127)the choice of performance-debilitating
circumstances
8 Examples (cid:127)engaging in little or no practice for upcoming tasks
include:
9 (cid:127)choosing low-challenge goals
(cid:127)exaggerating obstacles to success
40 (cid:127)strategically reducing effort
2 (cid:127)providing mo... | Visible learning for teachers | book | 64 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0086 | The lessons
Self-handicapping This occurs when students choose impediments or obstacles to per- 1
formance that enable them to deflect the cause of failure away from their competence 2
towards the acquired impediments. Examples include procrastination, the choice of 3
performance-debilitating circumstances (for example... | Visible learning for teachers | book | 160 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0087 | (cid:127)How do I move to the next, more challenging task?
(cid:127)Now I understand... 8
(cid:127)Greater shallow learning of surface features, and completion of work
regardless of the standard and for the sake of praise or similar rewards 20
Extrinsic (cid:127)Is this on the test? 1
(cid:127)Do I get a sticker?
(cid... | Visible learning for teachers | book | 188 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0088 | (cid:127)Students aim to develop their competences, and consider ability
Mastery
to be something that can be developed by increasing effort 8
(cid:127)Students aim to demonstrate their competences particularly by 40
Performance outperforming peers and consider ability to be fixed, rather than
malleable or able to be ... | Visible learning for teachers | book | 167 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0089 | (cid:127)Mastery approach is striving to learn the skills
4 (cid:127)Performance approach is striving to outperform
5 Approach others
(cid:127)Social approach is striving to work with others in
6 learning
(cid:127)Mastery avoidance is striving to avoid learning failures
9 (cid:127)Performance avoidance is striving to ... | Visible learning for teachers | book | 160 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0090 | directives, their longer-term success is far from assured when these
40 directives are not present
Implications (cid:127)
1 (cid:127)Many students work for extrinsic reasons, develop self-dependent
strategies, and start to fail when they are expected to regulate their
2 own learning (especially when they attend univers... | Visible learning for teachers | book | 158 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0091 | Self-discounting and (cid:127)students ‘dismiss’ information such as praise, 3
distortion punishment, or feedback as not valuable, accurate, or
occurs when ... worthwhile 4
(cid:127)a teacher tells a student that he or she is doing a
great job, but the student discounts that feedback 9
by claiming that: 20
(cid:127)th... | Visible learning for teachers | book | 184 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0092 | We can demand that the resources be perfect and blame the absence of resources
(e.g. time) when we do not succeed. 8
We can procrastinate because conditions are not perfect for success.
We can attend to irrelevant details and overzealously invest time in tasks that 1
may not be worth that increased investment.
We de... | Visible learning for teachers | book | 200 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0093 | Hopelessness
8 Refers to ... (cid:127)the student expecting that achievement gains will not occur for him or
her and that he or she is helpless to change the situation
(cid:127)the student avoids and does not engage in achievement tasks
(cid:127)the student protects his or her sense of self by gaining reputation or
... | Visible learning for teachers | book | 112 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0094 | 30 Hopelessness This refers to the student expecting that achievement gains will not occur
1 for him or her and that he or she is helpless to change the situation.In such a situation,
2 the student avoids and does not engage with achievement tasks,protects their sense of self
3 by gaining reputation or success from oth... | Visible learning for teachers | book | 138 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0095 | 1 Social comparison This is ever-present in classrooms.Students often monitor others’behavi2 our for cues and attributions to explain or enhance their own conceptions of self.For
3 example,very successful mathematics students might have a high maths self-concept in
4 an average maths class,but after being sent to a gif... | Visible learning for teachers | book | 238 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0096 | and present themselves as more confident to impress others and
Public boasting maybe even themselves 4
(cid:127)Can create an impression of competence and engender peers’
dislike of the student, particularly when they become aware of 5
that student’s poor performance 6
FIGURE 4.10 Social comparison 8
multiple sources... | Visible learning for teachers | book | 163 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0097 | learned hopelessness in the academic situation,then they are much more likely to realize
achievement gains and invest in learning.These dispositions can be taught; they can be
learned.
The more transparent the teacher makes the learning goals,the more likely the student
is to engage in the work needed to meet the g... | Visible learning for teachers | book | 57 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0098 | the criteria of success,the more the student can see and appreciate the specific actions 6
that are needed to attain these criteria.Of course,he or she could choose to not engage, 7
to be actively unengaged,or simply to wait and see.If the teacher does not clearly set out 8
the learning intentions,then often the only g... | Visible learning for teachers | book | 175 | all_chunks.jsonl | null | null | null | null |
rag_Visible learning for_0099 | 6 8. Teachers within the school jointly plan series of lessons, with learning intentions and
7 success criteria related to worthwhile curricular specifications.
There are two parts in targeted learning:the first is being clear about what is to be learned
from the lesson(s) (the learning intention);the second is havin... | Visible learning for teachers | book | 182 | all_chunks.jsonl | null | null | null | null |
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