10 Mindframes for Visible Learning
Teaching for Success
2nd Edition
Published on 14. November 2024
236 pages
978-1-040-14709-2 (ISBN)
Description
This new and updated edition of 10 Mindframes for Visible Learning revisits the ten behaviours or mindframes that teachers need to adopt in order to maximize student success. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. The ten mindframes include:
thinking of and evaluating your impact on students' learning
the importance of assessment and feedback to inform teachers
working collaboratively and the sense of community
the notion that learning needs to be challenging and errors seen as opportunities to learn
engaging in dialogue and the correct balance between talking and listening
conveying the success criteria to learners
building positive relationships
This new edition now uses the much larger meta-analysis dataset (over 2,100 meta-analyses rather than 900) and incorporates new research, particularly with reference to digital technologies, evaluative thinking, and the lessons learned from large-scale school implementation of visible learning. Furthermore, thanks to "Visible Learning +", this book includes concrete, scientifically accompanied processes. Specifically, this means updated data, expanded chapters to include factors that clarify the core message of the mindframes, and explanations of the concrete examples that are research-proven to be most effective.
This updated essential guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize student success.
thinking of and evaluating your impact on students' learning
the importance of assessment and feedback to inform teachers
working collaboratively and the sense of community
the notion that learning needs to be challenging and errors seen as opportunities to learn
engaging in dialogue and the correct balance between talking and listening
conveying the success criteria to learners
building positive relationships
This new edition now uses the much larger meta-analysis dataset (over 2,100 meta-analyses rather than 900) and incorporates new research, particularly with reference to digital technologies, evaluative thinking, and the lessons learned from large-scale school implementation of visible learning. Furthermore, thanks to "Visible Learning +", this book includes concrete, scientifically accompanied processes. Specifically, this means updated data, expanded chapters to include factors that clarify the core message of the mindframes, and explanations of the concrete examples that are research-proven to be most effective.
This updated essential guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize student success.
Reviews / Votes
"[The book] will provide evidence-based confirmation that what we know does matter, and does have an impact on our learners. So it should be in every staff room, communal teaching area, and on the reading lists for trainee teachers."- Sally Reeve, inTuition (Society for Education and Training)More details
Edition
2nd edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Illustrations
19 Tables, black and white; 35 Halftones, color; 26 Halftones, black and white; 35 Illustrations, color; 26 Illustrations, black and white
ISBN-13
978-1-040-14709-2 (9781040147092)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
11/2024
2nd Edition
Routledge
€200.56
Shipment within 10-20 days
Book
11/2024
2nd Edition
Routledge
€31.50
Shipment within 10-20 days
Persons
John Hattie is Emeritus Laureate Professor at the Graduate School of Education, University of Melbourne, Australia. He is one of the world's best-known and most widely read education experts, and his Visible Learning series of books have been translated into 29 different languages and have sold over 2 million copies.
Klaus Zierer is Professor of Education at the University of Augsburg, Germany, and Associate Research Fellow of the ESRC-funded Centre on Skills, Knowledge and Organisational Performance (SKOPE) at the University of Oxford, UK. He has translated Visible Learning into German and published several works with John Hattie.
Klaus Zierer is Professor of Education at the University of Augsburg, Germany, and Associate Research Fellow of the ESRC-funded Centre on Skills, Knowledge and Organisational Performance (SKOPE) at the University of Oxford, UK. He has translated Visible Learning into German and published several works with John Hattie.
Content
Preface: How we think about the impact of what we do is more important than what we do
Chapter 1: I am an evaluator of my impact on student learning
Chapter 2: I see assessment as informing my impact and next steps
Chapter 3: I collaborate with my peers and my students about my conceptions of progress and my impact
Chapter 4: I am a change agent and believe all students can improve
Chapter 5: I strive for challenge and not merely 'doing my best'
Chapter 6: I give and help students understand feedback and I interpret and act on feedback given to me
Chapter 7: I engage as much in dialogue as monologue
Chapter 8: I explicitly inform students what successful impact looks like from the outset
Chapter 9: I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others
Chapter 10: I focus on the learning and the language of learning
Chapter 11: Visible Learning: a vision
Chapter 1: I am an evaluator of my impact on student learning
Chapter 2: I see assessment as informing my impact and next steps
Chapter 3: I collaborate with my peers and my students about my conceptions of progress and my impact
Chapter 4: I am a change agent and believe all students can improve
Chapter 5: I strive for challenge and not merely 'doing my best'
Chapter 6: I give and help students understand feedback and I interpret and act on feedback given to me
Chapter 7: I engage as much in dialogue as monologue
Chapter 8: I explicitly inform students what successful impact looks like from the outset
Chapter 9: I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others
Chapter 10: I focus on the learning and the language of learning
Chapter 11: Visible Learning: a vision
