John Hattie: Visible Learning Pt1. Disasters and below average methods.

Video quality	The size	Download

Information John Hattie: Visible Learning Pt1. Disasters and below average methods.

Title	:	John Hattie: Visible Learning Pt1. Disasters and below average methods.
Lasting	:	14.45
Date of publication	:
Views	:	203 rb

Has John Hattie ever actually TAUGHT in a CLASSROOM, and if he did teach, did he teach for more than 3 years or is he simply a DATA wog? It is very EASY to set back and say "this is what needs to be done" and I love how folks that have never had to teach, and be evaluated on their performance in teaching 15 EC students, in a classroom of thirty-two low income, racially diverse students, BASED ON A STANDARDIZED TEST,, tell others how to teach GOOD TEACHER ALREADY KNOW THIS and are DOING THIS Now John, try doing this while having to give kids their meds, meet with aggressive parents, deal with multi-personality students and aggressive behavior problems, schedule every parent for a conference 3 times a year, recept money, create and send out a newsletter, answer parent emails/phone calls, etc While I agree that your information and ideas are correct, I think MAYBE all the data wogs need to ASK GOOD SENIOR TEACHERS how we need to change, LISTEN to them, APPLY their ideas, and FUND EDUCATION rather than simply purchasing the latest, and cheapest "GREAT IDEA" BUT I am SURE you make more than ANY classroom teacher in the country, SO you MUST BE RIGHT! By the way folks "PARADIGM SHIFT" went out in the 80s, I know, I was there! PLEASE feel free to REPLY Semper Fi - John S teacher, tutor, retired Marine
Comment from : John Snyder

fuckn nerd
Comment from : Doc

Visible learning is an excellent book In my own uses, it has allowed me to narrow my focus to just a few strategies and prioritizing those It has allowed me to develop a solid sense of core values, and revolve everything around that to improve student achievement Thank you!brbr jkooreviewblogspotcom/
Comment from : jayk531

Excuse me? You had them for a year, and you failed???? Wowtake down fellow educators, why don't you?
Comment from : Julie Cox

Such a profound contribution to teacher and student learning!
Comment from : Joan Ingle

The problem with socialist education is the same problem you get with socialist economics The economic calculation problem, where measurement of what constitutes performance becomes impossible as it no longer has demand dictating what constitutes value, but some arrogant bureaucrat that will dictate and define what is to be valued and what is meant by performance Where every choice is no longer a matter of freedom, but a matter of politics Where a one size fits all education seems plausible and logical Where we all end up driving the educational equivalent of a Trabant
Comment from : Bender Rodríguez

Didn't notice any reference to language or culture Is that important?
Comment from : SarahinDarwin

SO true on retention! Kids dont need to be bashed over head with same things for another year! I always scoffed at summer school concept Kids cannot learn or refuse to learn the material in an entire school year but now he/she will learn the same amount of material in 6 weeks???!!!
Comment from : Christopher Greene

My thoughts are as follows Would be interested to hear any constructive responsesbrbrPeer interaction works both ways, surely? Peers can either distract from the class work at hand, or enhance the experience As to the comparison of abseiling to that of learning trigonometry (or whatever), abseiling has the learner's attention the moment they realise they will be going over the edge The adrenaline rush at that point is significant Peer interaction in that scenario is a secondary issue The learning occurred because of the adrenaline, not because there was peer interaction A comparison to abseiling in education might be the fear of an impending exam
Comment from : Tom Rose

I think he hasn't heard Christopher Pyne (the Minister for Education in Australia) speaking about class sizes According to this minister, class sizes have no effect on student learning Well I think Christopher Pyne needs to listen to this video!
Comment from : Helen Davies

Where can I find the full version?
Comment from : Ben

I think a lot of this is awesome and useful to use! It certainly has made me rethink and evaluate how I teachbrbrI wonder though how can you create such a mega-analysis when the comparison groups are not the same? The business as usual group would change dramatically from study to study brbrAlso, it is instructive I think to point out that with those practices seen as negative to Dr Hattie, he discredited with the discovered small effect size, but those that he thought were positive in theory (and also low in effect) he seem to discredit the implementation of the practice I think this is normal, we all view evidence through the filter of our "beliefs" and theories we act upon I think that this is good as well I want teacher’s to look at “evidence” critically and compare it to what they have discovered or been taught in the past But I also think we should continually strive to do better and to refine our beliefs and practices We should never think that we have it down Societies change, kids change, we change br
Comment from : Tim Denney

I don't like how he's mentioned class sizes as his first example I know we're only looking at student achievement, but if he looked at teachers well being or the level happiness as well, he'd know that smaller class sizes makes life much easier for teachers in public schools I'm worn out with all the marking, report writing, organizing, emailing and looking after about 100120 students every year
Comment from : Ota Cat

While reducing class size might not show the positive effects that we "think" they should what has he found out about the effects of INCREASING class size? When class periods are 50 minutes long and 31 students are squeezed into a room (that was designed for 25 (it is a laboratory classroom), the effect is negative Being able to assess student progress (towards achievement) can be cursory (at best) What is worse, is an inability to actually develop a working repertoire with students when there is less than 2 minutes available per student per class period Heaven help that any one student has an need for teacher assistance Content, be damned I'm worried about making sure they are safe in a lab situation
Comment from : Deborah Baltenberger

@kingerz I think he was using abseiling in an analogous sense
Comment from : TheLizardmonkey

He is brilliantbr
Comment from : TheLizardmonkey

living legend! Fair play to John Hattie for doing this enormous research study He has well and truly told the truth! And that's going to be a bitter pill to swallow for a lot of people Bring it on
Comment from : Brendan Brosnan

Great work!
Comment from : Delon C

I love your two last books They are very useful for teachers and parents and they must be read by educational politicians
Comment from : Guilhermina Miranda

Certainly solutions are on offer! The simplest solution is: Stop using low-effect-size methods This simple act would release time and energy of effective teaching/learning Second solution: start practising with one or two high-effect methods Some are really easy
Comment from : Plum Village UK

I would not attempt to compare the academic learning experience with someone completing an abseil They really are only very superficially similar It is extremely obvious that someone doing an abseil will be highly interested in the adrenalin-driven first go at an adventure sport I have taught English for twenty years and I am a qualified mountaineering instructor in Victoria and the UK and I actually feel this example will do little more than make teachers feel unfairly inadequate
Comment from : kingerz

That's what we try to do at Education Evidence We take the research done by Hattie and others and turn it into straight-forward advice for teachers Geoff Petty's book 'Evidence Based Teaching' is a good guide
Comment from : Plum Village UK

As an 'educator' for a lifetime, I would start out by saying to students "I can teach you nothing," to which some would respond "But you are the Teacher!" Much murmuring and disconcerting looks would usually ensure and I would be very well pleased that I had rattled their 'cages' "What I can do for you," I would continue, "is to help you find the barriers to your learning and help you to take them away," finishing with "if you will trust me to do that"
Comment from : glendajean100

Always interesting to hear and he makes some good, fair points Yet as with all theorists, they offer no solution If the theorists were so sure, they could easily draw up a timetable for teachers and simply tell them what to do After all, he says 50 of them are no good Is he? In practice? This usual 'teachers are failures' stuff must be treated with the suspicion it deserves
Comment from : miceandmen7

Unbearable nonsens
Comment from : Maria Morgan

UK viewers might be interested to know that Osiris Educational is bringing John Hattie to London and Manchester this term to speak on Visible Learning Places are still available at osiriseducationalcouk/visible-learning
Comment from : Osiris Educational