“The key is for teachers to provide more ‘where to next’ feedback on assignments not only telling what you have done right or wrong, not only corrections, clarifications and comments but THEN and most important -- how to improve. If there was more ‘where to next’ information I am sure you as a student would value the feedback and grades more; and this is the key to improving your learning. (I think every teacher as they complete teacher education courses are giving a pen that only ticks! Ban the tick)” (John Hattie, personal communication, February 2, 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?