Professional Documents
Culture Documents
“Up to 90% of the instruction we conduct can be completed by students using only the surface-level skills.”
(Hattie 2016)
2. What new knowledge or skills will you practice because of this reading?
I found that the mind frames for teachers applies in planning instruction and curriculum design and can
inspire you to be a change agent in students’ lives. It is critical that teachers see themselves as
evaluators of their effect on students. Teachers should be driven to discern what is and what is not
working in the classroom. I strive to be part of a staff that understands that visible teaching is result of a
continual daily assessment of one’s impact on student learning. Reflective practioners reflect not only
on assessment scores but understand the effectiveness of learning strategies and are able to identify what
works best for each student.
1. I cooperate with other teachers
2. I use dialogue, not monologue
3. I set the challenge
4. I talk about learning, not teaching
5. I inform all about the language of learning
6. I see learning as hard work
7. Assessment is feedback about me
8. I am a change agent
9. I am an evaluator
10. I develop positive relationships
Hattie (2016) discusses how to best consolidate learning through spaced practice, receiving feedback,
and collaborative learning with peers. Hattie writes about feedback across four dimensions. It must be:
(1) timely, (2) specific, (3) understandable to the learner, and (4) actionable. (1) Timeliness of feedback
is important. I will continue to incorporate feedback into all academic areas.
I learned that daily, formative assessments are a novel way for teachers to make instructional strategies
about what will occur next. I am going to develop more common assessments within our science/social
studies units and continue “conferring” with students during writer’s workshop to measure progress and
compare it to the teaching that has occurred.
I would like to check in with students more often including asking questions, using exit tickets, and
giving students more opportunity to self-assess their learning. Below is an example of an exit ticket I
created and used in the classroom:
I will also incorporate learning targets in my classroom to ensure students know the learning criteria and
can review these expectations throughout the day. Learning targets help to set the purpose for learning
and helps students focus on what is important in the reading/or lesson. Teachers need to reflect on what
they want their students to know, learn, do and show to plan and deliver effective instruction and
learning opportunities. Below, is an example of the “I can” learning targets I now post in my classroom:
Another idea to engage students to evaluate their own work is to include an “Exemplar Work Samples”
basket in my reading and writing curriculum. Using a milk crate as storage, I will allow students to
publish their work and showcase it with the class. This will be another way for students to access the
success criteria and build confidence. I have also included an “Author’s Chair” for writer’s workshop
into our weekly writing schedule. Students love sharing their best work in front of the class and
celebrating their writing accomplishments!
“The success and failure of my students’ learning is about what I do or don’t do. I am the change agent.”
(Hattie 2016)
“When teaching and learning are “visible” – that is, when it is clear what teachers are teaching and what
students are learning, student achievement increases.” (Hattie 2016)
3. How does John Hattie’s work compliment what you are already doing?
References
Fisher, D., Frey, N., & Hattie, J., (2016). Teaching literacy in the visible learning classroom. Thousand Oaks,
CA: Corwin Literacy.
Useful Resources/Websites:
PPT - Session 1