Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie

Author:John Hattie [Hattie, John]
Language: eng
Format: epub, pdf
Publisher: Taylor and Francis
Published: 2012-03-14T23:00:00+00:00

a. be in context;

b. use tasks within the same domain as the target content; and

c. promote a high degree of learner activity and meta-cognitive awareness.

The student needs to know various strategies that are appropriate to the task at hand – that is, the ‘how’, ‘when’, ‘where’, and ‘why’ of their use. Strategy training needs to be embedded in the teaching context itself.

Given these arguments, Bransford et al. (2000) argued that classrooms need to be:

learner-centered – because it is all about where the student is on the journey from novice, through competent, to proficient;

knowledge-centred – there needs to be knowledge so that connections and relations can be built;

assessment-rich – to better understand and articulate what we already know and can do, and to know when we are moving towards proficient and understand where to next and

community-centered – because there is no one way from novice to proficient, so we need to share and learn from each other (particularly so that we can see and enjoy the trials and tribulations of how we each progress), and share the relevance in what we are aiming to learn.

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