While real-time class time is often most familiar and preferred, it’s not always realistic given home circumstances. Rather than thinking about learning as something that always has to happen together in a classroom or even “together” online, virtual learning provides us with a wonderful opportunity
When I speak with other teachers about feedback, one of the main concerns I hear is that the feedback we give students — feedback we pour countless hours into — seems to have little impact on student growth. I know this frustration well, and for many
[video width="1280" height="720" mp4="https://corwin-connect.com/wp-content/uploads/2020/02/Corwin-Blog-Video.mp4"][/video] Right now, in schools around the world, teachers are being observed by administrators, coaches, and peers. They are provided time to talk about the lesson and reflect on their practice in these feedback sessions. Most of these conversations will begin with the
There are three things that we know pretty clearly about feedback: If delivered well, feedback can be one of the most transformative teaching tools in a teacher’s toolbox. (Hattie and Clarke, 2018) Far too much feedback, however, is not delivered well, and thus it has
Time is critical in almost everything we do. It is no different for a coach, teacher, administrator, or anyone in education for that matter. For someone not in a regular classroom, he or she usually asks, "What do you spend most of your time doing?"
Formative assessment continues to be the single most effective conceptual framework for raising achievement, its elements ranking high in Hattie’s effect sizes. In practical terms it consists of the following: a culture which promotes trust, equity, self-efficacy and the language of learning; students activated as
In this post, we provide a summary of a recent study that sought to determine which types and levels of feedback are most common in schools in Brisbane, Queensland. The authors of the study (Brooks, Carroll, Gillies, & Hattie, 2019) noted the following rational and
Corwin Connect will celebrate its fifth birthday in 2019, and every year as our readers and authors grow in number, we learn so much more about education through the eyes of teachers and leaders in schools, living out the aspirations we preach every day. We
The Visible Learning research concluded that feedback has a powerful effect on student learning. During his recent webinar, Professor Hattie asked attendees to send in their questions related to feedback. Read his first post answering your questions here. What role does self-assessment/self-evaluation have in giving/receiving feedback? Self-assessment
As an educator, chances are you’ve come across a student who’s nearly there – you can see their A+ paper in the making or that admissions essay that is sure to secure their place at their dream college. Often this student seeks out your feedback,