![]() ![]() The key message here is clear – educators should not work in isolation. One of the major messages from Visible Learning is the power of teachers learning from and talking to each other about planning – learning intentions, success criteria, what is valuable learning, progression, what it means to be ‘good at’ a subject (Hattie, 2012, pp. Teachers are far more likely to have a low (or even negative) impact if they: Actively seek to improve their own teaching Adopt evidence-based teaching strategies (see below)Ħ. Forge strong relationships with their studentsĥ. ![]() Are clear about what they want their students to learnĤ. Monitor their impact on students’ learning, and adjust their approaches accordinglyģ. Are passionate about helping their students learnĢ. Using his data, John Hattie identified the following qualities for teachers to have, which impact student learning the most (ordered here from 1 to 6 in order of importance):ġ. The key idea of his book, Visible Learning for Teachers, is that teachers and leaders should always be aware of the impact they are having on their students, and from the evidence of this impact, decisions must be made about changing approaches. When learning is visible, teachers know if learning is happening or not, and students know what to do and how to do it. ![]()
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