Revisiting the ten behaviours or mindframes that teachers need to adopt in order to maximize student success, this new and updated edition, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize student success.
Revisiting the ten behaviours or mindframes that teachers need to adopt in order to maximize student success, this new and updated edition, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize student success.
John Hattie is Emeritus Laureate Professor at the Graduate School of Education, University of Melbourne, Australia. He is one of the world's best-known and most widely read education experts, and his Visible Learning series of books have been translated into 29 different languages and have sold over 2 million copies. Klaus Zierer is Professor of Education at the University of Augsburg, Germany, and Associate Research Fellow of the ESRC-funded Centre on Skills, Knowledge and Organisational Performance (SKOPE) at the University of Oxford, UK. He has translated Visible Learning into German and published several works with John Hattie.
Inhaltsangabe
Preface: How we think about the impact of what we do is more important than what we do Chapter 1: I am an evaluator of my impact on student learning Chapter 2: I see assessment as informing my impact and next steps Chapter 3: I collaborate with my peers and my students about my conceptions of progress and my impact Chapter 4: I am a change agent and believe all students can improve Chapter 5: I strive for challenge and not merely 'doing my best' Chapter 6: I give and help students understand feedback and I interpret and act on feedback given to me Chapter 7: I engage as much in dialogue as monologue Chapter 8: I explicitly inform students what successful impact looks like from the outset Chapter 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 Chapter 10: I focus on the learning and the language of learning Chapter 11: Visible Learning: a vision
Preface: How we think about the impact of what we do is more important than what we do Chapter 1: I am an evaluator of my impact on student learning Chapter 2: I see assessment as informing my impact and next steps Chapter 3: I collaborate with my peers and my students about my conceptions of progress and my impact Chapter 4: I am a change agent and believe all students can improve Chapter 5: I strive for challenge and not merely 'doing my best' Chapter 6: I give and help students understand feedback and I interpret and act on feedback given to me Chapter 7: I engage as much in dialogue as monologue Chapter 8: I explicitly inform students what successful impact looks like from the outset Chapter 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 Chapter 10: I focus on the learning and the language of learning Chapter 11: Visible Learning: a vision
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