We have so much to learn from the recent “pandemic teaching and learning” experience. The strongest message is to learn from what went well during COVID, and ensure we do NOT return to the old ‘grammar of schooling’. We should be collating and sharing all
From the series: Developing Students’ Ownership of Learning—from a Distance, too! Check out Posts #1 and #2. Let’s continue our journey to developing assessment-capable, visible learners. At this point, students know what they are supposed to be learning, what success looks like, and how they can monitor their progress. The next
From the series: Developing Students’ Ownership of Learning—from a Distance, too! Check out Post #1 here. This week we’re back and ready to focus on a new aspect of developing assessment-capable, visible learners. As you probably remember, we’re interested in helping students take responsibility for their learning
With the prospect of schools being out for a while, I will review some of the Visible Learning influences that may help understand what really matters and what does not matter as much. First, does it matter that students are not in the physical place called school? There is a body of research on the effects of losing school time, but
One thing I have learned from my observations about education is that if hard work guaranteed successful PK-12 education outcomes, this article and most education books would be unnecessary. Our teachers and administrators are exhausted. They do not understand the criticism leveled at them or
The following is an excerpt from “As Good As Gold? Why We Focus on the Wrong Drivers in Education,” the first in the new series of Gold Papers by John Hattie and Arran Hamilton. Read earlier excerpts, “The Limits of Lesson Observation” and “The Limits of
Every single one of us is a learner at any and every stage in life. Part of how we navigate that learning is through understanding that reflection is part of the process. One of the ways we continue to grow and improve is taking time to look at
The following is an excerpt from “As Good As Gold? Why We Focus on the Wrong Drivers in Education,” the first in the new series of Gold Papers by John Hattie and Arran Hamilton. Read an earlier excerpt, “The Limits of Lesson Observation.” Assessment High-stakes assessment has
An excerpt from the progress story of Konocti Unified School District, Clearlake, California Konocti Unified School District in northern California has a hard-working staff. The Visible Learningplus school change process, based on Professor John Hattie’s research, is helping the school system work hard in key target
Alfie Kohn has raised a critical point in his recent podcast about my work (Episode 11 of “The Shape of Education to Come,” available on iTunes). In the podcast, he asks, If we are talking about effect sizes based on student achievement, and if student achievement is measured