“What would I tell a teacher – of course I would want the teacher to know each students’ sense of engagement; what turns them on etc. but the major message would be to find ways to make the student the centre of engaging – how do we get the student to be part (not resistant) to our learning goals. Share the assessments (in our jargon make them assessment capable students), share the criteria of success (and not hide as we so often do in summative testing), share the progress from where they are to where we want them to be, and give appropriate feedback to help them reduce this gap between here and the goals. More attention to doing this well is the most optimal way to engage students. Sometimes students turn off if they think there is no point investing thinking if they are not going to get there; too often they give up as we do not provide feedback about how close they are too the goals; too often we say and ‘now do more’ so there are no realisable goals” (John Hattie, personal communication, January 23, 2016).
Articles in this section
- Why has John Hattie changed the term “self-reported grades” to “student expectations?”
- I understand the explanation that students are very good at predicting their performance in terms of their learning but I don’t understand the mechanism or link that has caused such a large effect size?
- What do you feel is the most important element in student engagement?
- How would you advise a teacher that is struggling in the area of engagement?
- If you were teaching a seminar on engagement, what topics would you cover?
- Have you seen any strategies/ideas in the research that have been effective in guiding certain students who appear not to care so that they begin to take ownership and join in the "WANTING LEARNING" as we put this effort in?
- I wondered if you had an effect size for assessment capable learners? This is something my colleagues and I have been discussing and I found an article that quotes you but it did not include an effect size.
- Why is working memory classified under "skill" (which seems to be more about prior achievement/learning), and not under "will" which include "Cognitive capabilities?”
- What is the difference between ‘expectations’ and ‘student expectations’?