Visible Learning
Professor John Hattie's study on the influential elements of learning identifies a wide range of considerations that should be applied to an effective program and subsequent units.
Some of the following excepts are from www.visible-learning.org.
Some of the following excepts are from www.visible-learning.org.
'Feedback' is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Feedback on task, process and self regulation level is far more effective than on the Self-level (e.g. praise which contains no learning information). Hattie emphasized that the most powerful feedback is that given from the student to the teacher. This feedback allows teachers to see learning through the eyes of their students. It makes learning visible and facilitates the planning of next steps. The feedback that students receive from their teachers is also vital. It enables students to progress towards challenging learning intentions and goals.
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'Formative Evaluation' refers to any activity used as an assessment of learning progress before or during the learning process itself. In contrast with formative assessment, the summative assessment evaluates what students know or have learned at the end of the teaching, after all is done.
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'Reciprocal Teaching' refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.
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'Worked examples' refer to both examples that have been annotated and examples that are annotated by students. Put simply, modeled and/or scaffolded materials are highly valuable in the learning and revision process.
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'Vocabulary programs' refers to a variety of methods utilised to improve a student's ability to select specific of nuanced words for a given situation. Included is the use of 'sentences starters' or 'discussion builders' which give students partially pre-written sentences to adapt in order to represent their understanding effectively.
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'Student Expectations' involves the teacher finding out what the student's expectations are, and pushing the learner to exceed these expectations through planning methods and goal setting devices. Once a student has performed at a level that is beyond their own expectations, he or she gains confidence in his or her learning ability.
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