Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.
The OECD Programme for International Student Assessment (PISA) examines not just what students know in science, reading and mathematics, but what they can do with what they know. Results from PISA show educators and policy makers the quality and equity of learning outcomes achieved elsewhere ...
A Synthesis of Over 800 Meta-Analyses Relating to Achievement
Author: John Hattie
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
How do you generate that lightbulb “aha” moment of understanding for your students? This book helps to answer that question by showing Visible Learning strategies in action in high-impact mathematics classrooms. Walk in the shoes of teachers as they engage in the countless micro-decisions required to balance strategies, tasks, and assessments, demonstrating that it’s not only what works, but when. A decision-making matrix and grade-leveled examples help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.
This text is intended for one-year introductory courses requiring algebra and some trigonometry, but no calculus. College Physics is organized such that topics are introduced conceptually with a steady progression to precise definitions and analytical applications. The analytical aspect (problem solving) is tied back to the conceptual before moving on to another topic. Each introductory chapter, for example, opens with an engaging photograph relevant to the subject of the chapter and interesting applications that are easy for most students to visualize. For manageability the original text is available in three volumes . Original text published by Openstax College (Rice University) www.textbookequity.org
This book explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership and to leadership development programmes for system improvement.