“I struggle with engagement as it so often means finding activities to engage students, when my argument is that it is the reverse – as we come to learn things we become engaged. If I was a good teacher and you know nothing about golf, canasta, or cricket, then I would start by teaching you some basic skills (which would not seem necessarily authentic, engaging, or worthwhile to your life) but as you are starting to master some of these skills my aim would be then use this mastery to engage you in reinvesting in learning. Hence I have little time for the notions that activities need to be engaging, authentic, real world etc. SO, that is the most important element in student engagement – more than not it is an outcome of the learning process” (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’?