Category: Hattie / Learning Impacts

  • Making Feedback Visible: Four Levels in Action

    Five years ago I was starting to become concerned with the difference between marking and feedback. What was making a difference to my students’ learning and was the effort I was putting into detailed marking worth it in terms of their improvement? In reading Hattie’s Visible Learning for Teachers, Wiliam’s Embedded Formative Assessment and the pdf…

  • The Tempered Learner (on self-regulation)

    Going all the way back to my “MYP: Mind The Gap” session at IBAP 2013, I’ve been thinking about defining effective self-directed inquiry, the role of the MYP in “preparing” kids for DP, the approaches to learning and (more recently) building in ideas of Bold Moves curriculum, the Quest for Learning and Wayfinding (curriculum as a compass). How far…

  • Ready, Steady, Flow: #GAFESummit Presentation

    My breakout session at the recent #GAFESummit held at our school. How can we use the tech we have to do the high-impact stuff well and efficiently… so that we can use the tech less and have more fun with our students?

  • A pragmatic approach to inquiry: my article in IS magazine

    The most recent issue of International School Magazine has run a feature written by me on how we interpret and frame inquiry, and is adapted from one of my recent Bath MA assignments.

  • How NOT to be ignorant about the world.

    Hans Rosling, TED.com “Fame is easy to acquire. Impact is much more difficult.”  Update, 2018: As a Rosling fanboy, using their work on i-Biology since about 2008, I was saddened to hear of his death in 2017. However, his recent book #Factfulness, is fantastic and well worth reading. More below.  ……….o0O0o………. Another great Hans Rosling…

  • Summertime Subsidence: Vacating the Mind of This Year’s Learning

    Nobody wants to be that teacher – the one who assigns a massive packet of busy work, due the first day back to school, but it is evident that extended vacations result in a reversal of some learning.  This loss of learning increases with grade level, so at the ages we are trying to maximise the…

  • Give a Student a Fish…

    “Give a man a fish and he’ll eat for a day. Teach him how to fish and he’ll feed his family for a lifetime.” Anne Ritchie, 1885 (maybe) This short post, again related to Understanding Learners and Learning, Visible Learning and MYP: Mind the Gap, revolves around my (admittedly flawed) memory of an old aid…

  • An Inquiry Crossfader: Authentic vs Effective Learning?

    In reading more about Understanding Learners and Learning, learning theories and high-impact teaching and learning strategies I got thinking again about a conversation Jon Schatzky and I had a year and half ago about a continuum of inquiry. I’ll use this post to morph the idea into an Inquiry Crossfader, using it to acknowledge some…

  • Hattie TEDx Talk: Why are so many schools & teachers successful?

    This is worth sharing as a neat overview of Hattie’s research and the learning impacts. With Visible Learning as the basis for our Teacher Learning Communities at CA, it makes for a timely resource.

  • Making Feedback Visible: Four Levels Experiment

    Attempting to give feedback based on the four domains: task-level, process-level, self-regulation and self, in a complex MYP Sciences lab investigation.