While the concept of student-owned assessment is becoming more widespread, ways to engage and activate students as assessors are less familiar. John Hattie (2012) describes assessment capable learners as those who ask where they are going, how they are going, and where to go next.
People with growth mindsets are people who are limitless—they can do anything they put their mind to, simply because they are willing to roll up their sleeves and complete the hard work of learning new skills, all while reflecting on progress made, and progress yet
After analyzing 800+ meta-analyses, 50,000+ studies, and over a quarter of a billion students, Professor John Hattie found that almost everything in education has an impact on learning. In 2009, the Visible Learning research immediately shifted the conversation in education from what works to what
A central key message in the Visible Learning research is the importance of developing students who can be their own teachers. Professor Hattie has stated, “Children come to school to watch teachers work…!” He advocates that we re-think ways in which we can make learning
Kevin Agtarap is a third grade teacher at Ka’imiloa Elementary School, a K-6 school on the island of Oahu in Hawaii. When Ka’imiloa embarked on their Visible Learning journey in 2014, Mr. Agtarap was a curriculum coach. We sat down with Mr. Agtarap to get
Cecilia Chung is a third grade teacher at Ka`imiloa Elementary School in Ewa Beach, Hawaii and has been teaching for three years. She received her Bachelor’s Degree from the University of Southern California and her Master’s Degree in Elementary Education from the Johns Hopkins University.
“Courage is the commitment to begin without any guarantee of success.” - Johann Wolfgang Von Goethe In January 2014, I had the privilege of meeting an incredibly courageous group of leaders from Ka’imiloa Elementary School on Oahu, Hawaii. They were brave, heroic, and willing to
John Hattie’s research over the past few decades has provided educators with some tremendous insight on what truly impacts students’ learning. Basically, anything that is at or above an effect size of .40 has been found to greatly enhance the learning environment for students. Going
When we consider the term ‘collaboration,’ terms such as ‘unity’, ‘partnership,’ and ‘synergy’ come to mind. At the heart of collaboration is also a strong desire to work toward a shared goal and to create of a sense of collective urgency to maximise our impact
What is your goal? This is a question I pose to teachers whenever they ask my advice about a lesson or when I am trying to find out more about what’s going on in a classroom before I come in to guest teach. Sara Holbrook and I