Children playing. That’s often what we think of and hear about when we talk about early childhood education. But when researchers Lillard et al. (2013) examined the relationship between pretend play and learning, they could not find evidence that pretend play caused any significant development
The effect size for success criteria in John Hattie’s 250+ influences on learning is now 0.88, after the latest meta-analysis was added to the data. With 0.4 being the mean, it looks as if success criteria are rather important….
First, imagine you are given a task which you know will
Before you read any farther, I want you to consider the following. How would your students, whether face-to-face, hybrid, or at a distance, respond to these three questions?
What am I learning?
Why am I learning this?
How will I know that I have learned it?
When learners can articulate what they are learning, why they are learning it, and how they know they will be successful, they possess clarity about their learning (see, Almarode & Vandas, 2018; Fisher, Frey, Amador, & Assof, 2018). Clarity in teaching and learning makes a
Looking for something that has the potential to increase students’ learning, but doesn’t take a heavy lift to accomplish?
If so, you might be interested in teacher clarity.
On John Hattie’s list of influences, teacher clarity is fairly high on the list. The effect size is
We are always learning…
I have been including success criteria in my books since the late 90s, after hearing Dorothy Grange, an assessment advisor from northeast England, advocate, with passion, their use. "How are they supposed to know what success looks like without them?" she reasoned, this truth resonating through
An excerpt from Making Change That Sticks, a whitepaper about Visible Learningplus in Klein ISD, Texas
Lemm Elementary School Principal Kathy Brown had a lightbulb moment when she first heard about Visible Learning at a conference in Florida in 2014.
Based on Professor John Hattie’s Visible Learning
Three years ago Ross School set off on a mission to ensure every student (or as we call them learners) developed their assessment capabilities. Put simply, the school wanted all learners to independently answer three fundamental questions:
Where am I going in my learning?
We have spent much of the last year reading everything we can find related to students’ ability to predict their performance (and grades), take ownership of their learning, and become their own (and others’) teachers. We have also talked with numerous teachers about what we
Teachers encounter many challenging responsibilities in their role: Learn and understand your state or provincial standards. Create a classroom that encourages reasoning and sense making. Teach each and every study in an equitable learning environment. Sift through the many different research based methodologies to learn