“In a nutshell, feedback is not only powerful but most variable in its impact. To maximize the power, ensure you give students “where to next” feedback (as that is what they see as powerful feedback), check often to ensure that they understand the feedback (it is as much about the receiving as the giving of feedback), and always ask yourself how you are seeking feedback about your impact (with whom, about what, and to what magnitude)” (John Hattie, personal communication, January 9, 2019).
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?