https://padlet.com/kyla_tatum/ry6rh3cq5zk5 Chapters 1-3 en-us 2017-03-14 22:58:13 UTC 2017-03-15 00:09:20 UTC hello@padlet.com kyla_tatum https://padlet.com/kyla_tatum/ry6rh3cq5zk5/wish/160125683 Our schools have emphasized the 'software and 'hardware', rather than the 'Intel inside.' 

Making sure that schools are 'visible' to learning refers first to making student learning visible to teachers.  It also refers to making teaching visible to the students.

Everything in teaching virtually works, however, it's deciding "what works" in teaching and learning that is most important.

The best predictor of health, wealth, and happiness in later life is not school achievement, but the number of years in schooling.

There is no fixed recipe for ensuring that teaching has the maximum possible effect on student learning, and no set of principles that apply to all learning for all students.]]> 2017-03-14 22:59:25 UTC https://padlet.com/kyla_tatum/ry6rh3cq5zk5/wish/160125683 kyla_tatum https://padlet.com/kyla_tatum/ry6rh3cq5zk5/wish/160127049 Within 59 studies on homework, it was concluded that the achievement was d = 0.40 and effects of homework on high school students were higher than for elementary students.

The meta-analyses for Visible Learning encompassed 52,637 studies and about 240 million students.

The 0.40 hinge-point is important because it is close to the average effect that we can expect from a year's schooling. 

"Visible teaching and learning occurs when learning is the explicit and transparent goal, when it is appropriately challenging, and when the teacher and the student both (in their various ways) seek to ascertain whether and to what degree the challenging goal is attained."

When students become their own teachers, they exhibit the self-regulatory attributes that seem most desirable for learners (self-monitoring, self-evaluation, self-assessment, self-teaching).

Teachers needs to use evidence-based methods to inform, change, and sustain evaluation beliefs about their effect.

What matters is that teachers have a mind frame in which they see it as their role to evaluate their effect on learning.

Teachers are activators, deliberate change agents, and directors of learning.

When teaching and learning are visible, there is a greater likelihood of students reaching higher levels of achievement.

6 Signposts towards excellence in education. (pp. 18-19)]]> 2017-03-14 23:12:33 UTC https://padlet.com/kyla_tatum/ry6rh3cq5zk5/wish/160127049 kyla_tatum https://padlet.com/kyla_tatum/ry6rh3cq5zk5/wish/160130078 The underlying premise of most claims about students not succeeding is the belief that we, as educators, cannot change the student.

We must consider ourselves positive change agents for the students who come to us, for most, it is compulsory that they come to school and sometimes students are eager to be challenged into learning.

A student in a high-impact teacher's classroom has almost a year's advantage over his or her peers in a lower-effect teacher's classroom.

Expert teachers have high levels of knowledge and understanding of the subjects they teach, can guide learning to desirable surface and deep outcomes, can successfully monitor learning and provide feedback that assists students to progress, can attend to the more attitudinal attributes of learning, and can provide defensible evidence of positive impacts of teaching on student learning.

Experienced teachers can detect and concentrate more on information that has most relevance, they can make better predictions based on their representations about the classroom, and they can identify a greater store of strategies that students might use.

Being inspired while teaching will help inspire your students to learn.]]> 2017-03-14 23:46:34 UTC https://padlet.com/kyla_tatum/ry6rh3cq5zk5/wish/160130078