Chapter+6

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


 * Chapter 6 **

When Hattie started talking about Piaget, I found myself wishing I had paid more attention in my undergrad classes!

It has taken me 6 chapters to be able to articulate my challenge with this book- While I am familiar with many of the concepts/ideas put forth, I am struggling with how much to I introduce to teachers and whether I have enough working knowledge to be a facilitator of learning about any areas we decide to pursue. I wish there were some examples or vignettes on the application of some of the principles.

The idea of teaching "at or +1" is an ongoing theme in this chapter. I would welcome any discussion on what that might look like in an actual classroom.

For me chapter 6 illustrated on of the most important things we can do as educators. Students must have a large repertoire of learning strategies, know what strategies to apply, apply strategies consistently and evaluate the effectiveness of those strategies.

//**Chapter 6 Homework Question**- How do students learn?// David wrote - One basic premise of learning is that new knowledge must be connected to previously learning. I cannot conceptually know that 1 + 1 = 2 until I know that 1 represents a single item. Reading cannot be accomplished until letters and sounds are mastered.

Students learn through a variety of modalities. Hattie dispells the myth of the importance of learning styles, but research does support information presented a variety of ways is retained better by students.

Hattie writes about conceptual "'coat hangers' on which we interpret and assimilate new ideas, and relate and extend them."

Finally for learning to take place at a deep, meaningful level, students must be taught to develop an awareness of "what they are doing, where they are going, and how to know what do do when they do not know what to do." (p. 102) metacognition