- 220 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
About this book
This new and updated edition of 10 Mindframes for Visible Learning revisits the ten behaviours or mindframes that teachers need to adopt in order to maximize student success. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. The ten mindframes include:
- thinking of and evaluating your impact on students' learning
- the importance of assessment and feedback to inform teachers
- working collaboratively and the sense of community
- the notion that learning needs to be challenging and errors seen as opportunities to learn
- engaging in dialogue and the correct balance between talking and listening
- conveying the success criteria to learners
- building positive relationships
This new edition now uses the much larger meta-analysis dataset (over 2, 100 meta-analyses rather than 900) and incorporates new research, particularly with reference to digital technologies, evaluative thinking, and the lessons learned from large-scale school implementation of visible learning. Furthermore, thanks to " Visible Learning +", this book includes concrete, scientifically accompanied processes. Specifically, this means updated data, expanded chapters to include factors that clarify the core message of the mindframes, and explanations of the concrete examples that are research-proven to be most effective.
This updated essential guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize student success.
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Information
Table of contents
- Cover Page
- Half Title page
- Title Page
- Copyright Page
- Contents
- Figures
- Preface
- 1 I am an evaluator of my impact on student learning
- 2 I see assessment as informing my impact and next steps
- 3 I collaborate with my peers and my students about my conceptions of progress and my impact
- 4 I am a change agent and believe all students can improve
- 5 I strive for challenge and not merely “doing my best”
- 6 I give and help students understand feedback and I interpret and act on feedback given to me
- 7 I engage as much in dialogue as monologue
- 8 I explicitly inform students what successful impact looks like from the outset
- 9 I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others
- 10 I focus on learning and the language of learning
- 11 Visible Learning: A vision
- Bibliography
- Index