Search results
Results from the WOW.Com Content Network
The Times Educational Supplement described Hattie's meta-study as "teaching's holy grail". [2] Hattie compared the effect sizes of influences on learning outcomes - in particular by using Cohen's d as a measure. He points out that in education most things work. The question is which strategies and innovations work best and where to concentrate ...
[1] [2] [3] A study by John Hattie found that the jigsaw method benefits students' learning. [4] The technique splits classes into mixed groups to work on small problems that the group collates into an outcome. [1] For example, an in-class assignment is divided into topics. Students are then split into groups with one member assigned to each topic.
A teaching method is a set of principles and methods used by teachers to enable student learning.These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. [1]
John Allan Clinton Hattie ONZM (born 1950) is a New Zealand education academic. He has been a professor of education and director of the Melbourne Education Research Institute at the University of Melbourne , Australia, since March 2011.
Strategies that promote metacognition, reflection, student feedback, creativity, inquiry and more support the type of teaching that most enriches mindful, deeper learning. In addition, his studies detail how surface teaching strategies such as lectures, worksheets, overly frequent testing and others do little for achievement or deeper learning ...
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
Watching the video and getting comments from colleagues and students provide teachers with an often intense "under the microscope" view of their teaching. A review of the evidence for micro-teaching, undertaken by John Hattie as part of his Visible Learning project, found it was the 6th most effective method for improving student outcomes. [1]
It is a successful model and has been documented as an effective approach in teaching many subject areas and a variety of content, from writing achievement, reading comprehension, and literacy outcomes for English language learners (Kong & Pearson, 2003). [10]