John Hattie on Visible Learning and Feedback in the Classroom

[@kimberlywall9157]

Amazing, as usual. I enjoy and embrace Hattie's books, articles, and videos.

[@MuhammadKashifJamal-TCHRBSSK]

Feedback, when and how. where am I going, how am I going and what next. Awesome words

[@AlwaysAnnaiah]

About time someone looked at this. Well done Prof.

[@kobusroux2074]

Awesome video. Thank you for sharing this greatness with us prof.

[@EXUA_TV]

Hello, exciting video. Feedback depends on the topic's learning experience and students in that particular circumstance. True, what is relevant for this group differs from the others, even with the same lesson and class level. External and internal factors become part of the process, too.

[@bethpaff3930]

Teacher mindframes can make or break a lesson. Teachers need to to allow students to be a part of their learning. I always told my own kids there is no such thing as a stupid question only a stupid answer. I feel students need to be comfortable enough in the school environment to ask questions. Teacher s with a positive and learning mainframe will welcome questions.

[@learningenglishwithteacher8361]

Insightful. Thank you.

[@charlesdelg]

Estou lendo o livro, já que está em português agora.

[@selinatai5762]

Hi 🇹🇼 Thank you.

[@fadwaa.3658]

How does feedback work in early childhood? How is it implemented?

[@bethpaff3930]

I use feedback with young students all the time. I feel the biggest thing is to give feedback as soon as possible. I have students come up to me after work is completed and together we go over it. Readjustment to be made are gone over and the student then understands the problem

[@rc1952]

In teaching, whether it is early childhood, primary, secondary or adults, the teacher needs to be an approachable, listening, communicative and open minded leader working together with the learner to actually complete learning tasks. The teacher creates the learning environment. And plans the work. They assess class work and participation, engagement and progress both in class and from completed work, carefully checked. They give accurate helpful appropriate feedback to students promptly and also to parents. This can be done at any level from age 3-adult. Currently I teach ages 5-adult. They are all different and each learner has unique needs. When learning is as Hattie says, it is overt, reflective, communicative, shared, collaborative, responsive to students, corrected, and progressing. It is amazing to have Hattie bringing the research together from many different sources to boil down/ distill the elixir for learning and teaching to be successful!! I find what I was taught (one gem) at Flinders Uni many years ago very helpful when teaching and over many years I have practised it and learnt how to use it. They called it behaviour management and one word used was proximity. Move near a student who is disengaged. Also I say: be near and know your students. Connect well. Quickly assert your teacher role upon first meeting a new group of learners. Take the reigns. When students enter the classroom they fully expect the teacher to actually lead and influence so use your influence for good. Be the change you want to see in this world. By having good behaviour management you create the environment for safe happy learning work. I am very grateful to all those who taught me as a child and adult. The many teachers, and university lecturers. I was half hearted at times but I learnt a few things that helped my life. The longer I teach the more I see it as a privilege and how important listening and encouraging are to it.

[@freddyfriesen]

Yes, but how do you get the teacher to put down their coffee, marking, or magazine and circulate around the class checking each student's pulse to see if they need any help, what is working or not, affirm student progress, determine what needs to be dispensed next and when ?