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,
Professor John Hattie’s landmark Visible Learning research concluded that effective feedback, combined with effective instruction, improves the rate of learning by a factor of 2! During his webinar a few weeks ago, John Hattie explained how to distinguish between effective and ineffective feedback, and shed
We all know at least one person who, when they have their mind set to do something, nothing stops them. Their mind becomes SET on accomplishing the tasks or actions needed to reach their goals and it almost seems easy for them. They effortlessly align their
“Students need to know their learning target— the specific skill they’re supposed to learn— or else ‘feedback’ is just someone telling them what to do.” -Susan Brookhart Have you ever been given feedback by someone who doesn’t know your situation or your intended goals, or who