What Hattie says, in my words...
My thoughts, comments and some questions
How difficult should it be? How do we measure the difficulty? I like it that we can up challenge without making the content itself more difficult.
I like SOLO.
Yeah. This is so true. In our rush to deep thinking we forget that we needs to know lots of stuff before the deep stuff can make proper sense. Paddle about in the shallows for a long time.
Confirmation bias kicks in here. We like what we know and tend to reject that which conflicts.
Agree strongly but how much of the method of the worked example do we need to show. Difference between showing how to solve a maths problem and how to write an essay.
This is how our brains work. Working memory stuff rules our ability to learn.
We can make students think without having to make everything hidden and a puzzle. Make them think when they know what to do.
Seems a no brainer if we can sort out the nature of the worked examples and the features we need to demonstrate by using them.
I can only agree. If we observe to help improve a teacher, and the teacher improves, why do we need to make an Ofsted style judgement?
This is the hard bit. If we give them the answer will they become dependent on us and not think?
Probably this is mostly true. I like to nail my colours to the mast!
This is so true it is a real shame it needs to be said. Watching the teacher is like watching the magician. You will always be distracted and never work out how the trick is done.
I do like this. Traditionalists don’t seem to like any form of group work. I do. Now I have a better idea of why.
Wow. Never thought of it like that. But it is so, so true.
Yep. That’s just what I teach my teachers to do. Listen, properly, to the students and hear what they are learning.
Well done, Mr Hattie. Great advice.
That is our job. Engagement comes with the success that comes after effort because of the confidence.
Needs a lot more thought and planning to be able to do this in class. But it might just be the key we have been waiting for to unlock the Dylan Wiliam power of feedback to learners.
Click and listen to the original podcast.
So what more is it?
Oh, I feel gulty again. I did give lots of feedback. But who heard it? Only me?
We have to teach them this as well. So they have to practise receiving and acting on feedback. So we need to allocate time during lessons for this to happen.
I get why this would be. I can ask questions as a learner of another learner.
Is this a sop to some poor processes or is it a life line to those who still hold onto learning styles et al?
Need to think more about what this means in a classroom and in planning.
Yeah. I got into all sorts of hassle at my school when I was a HoD for giving regular and frequent tests. I knew I was right.
Practice tests and distributed practice. Work for all subjects.
As we said above
Probably an untapped power in challenging schools.
Yep. One of the first things I see in poorly performing schools. Kids who laugh at other kids who make mistakes and teachers who do not correct them sharply enough.
I doubt we could agree what progress is in terms that are useful for teachers in planning and assessing.
Buy the book. I will. No you cannot borrow my copy - it will be an ebook anyway for me.