Chapter+2

__ Visible Learning for Teachers: Maximizing Impact on Learning __ John Hattie Published by Routledge, 2012

Lots of stuff in chapter 2.

Some of my highlights:

p. 14- "The remarkable feature of the evidence is that the greatest effects on student learning occur when **teachers become learners of their own teaching**. . ." (emphasis mine)

Of the "key ingredients" listed on page 16, which one(s) do you feel are the most difficult for the majority of teachers to master? Why? a. awareness of learning intention b. knowing when a student has attained those intentions c. having sufficient understanding of students' prior knowledge d. knowing enough about the content to provide meaningful and challenging experiences so there is some sort of progressive development e. providing direction and redirection, thus maximizing the power of feedback f. getting out of the way when learning is progressing toward the success criteria

p. 17- "It is critical that teachers learn about the success or otherwise of their interventions: those teachers who are students of their own impact are the teachers who are the most influential in raising students' achievement." Side note- I meet monthly with grade-level teachers. We discuss student achievement. The kindergarten meetings are the ones with which I struggle the most. It seems as if much of the "data" for that age is not as b/w as with older students. ** What are some of the data pieces you use for on-going progress conversations with K teachers? **

The conclusion on page 18 lists the six "signposts" toward excellence in education. How do you see these being incorporated into the school year?

I liked the "staffroom" inclusion into #6 on page 19.

With 5 new teachers at Rountree this year and the PYP authorization team likely visiting The Tree this year, it will be of utmost importance I keep in mind this line from the Chapter 2 conclusion, "The greater the challenge, the higher the probability that one seeks and needs feedback, and the more important it is that there is a //teacher// to ensure that the //learner// is on the right path to successfully meet the challenge." (p. 18) I think that "principal" can easily replace "teacher" and "learner" can be replaced by "teacher" in the sentence.


 * What and how will you share your learning with your faculty and staff? **

//**Chapter 2 Homework Question** - How is the term "visible learning" related to the barometer approach for measuring effect size?//