From the series: Developing Students’ Ownership of Learning—from a Distance, too! Over the past several years, we have worked together with our colleague John Hattie to identify key practices that help students develop ownership of their learning. We believe that students can—and should—become their own teachers. And we believe that teachers
You are amazing, a superhero. Every day you get up to make a difference, and every day you do. In some way, every day, you are a teacher and a learner–maybe a few minutes ago or yesterday, or it will happen after you finish reading. You have
How would you finish the sentence, “If I could open my own school, I would…”. If you have the time, stop reading this post and wrestle with that sentence starter for a while. Without concern for the bottom line or budget restrictions, let your imagination run wild about the opportunity to start
Did you know that Corwin publishes over 80 books per year? We cover a range of topics from Project-Based Learning to coaching, from equity to team dynamics, from math instruction to balanced literacy, and everything in between. Corwin was founded as an education publisher, and supporting teachers and school leaders continues to be at the heart of
In June, the journal Educational Philosophy and Theory published “A Critique of John Hattie’s Theory of Visible Learning” by Thomas Aastrup Rømer. To quote from the paper’s abstract: First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are
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
Over the course of ten years, the VISIBLE LEARNING research has played a significant role in providing educators worldwide with a stepping point to examine and improve instructional practices in their schools, classrooms, and districts. As we prepared for the 2019 Annual VISIBLE LEARNING Conference,