“When they walk into a classroom, to say, ‘My role here today is to evaluate my impact’ and then the students are the beneficiaries. This means you need an answer to what you mean by impact, you need to know that ALL students are gaining this impact, you need to articulate impact about what, and ask about the sufficiency of the magnitude of this impact! And given the above, to have these questions and answers critiqued by fellow professionals” (John Hattie, personal communication, August 19, 2018).
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?