Sonya, John Hattie and Catherine
John Hattie
- Harnessing the Power of Feedback Kohia
Teachers’ Centre 29/10/18
A response
from Catherine Palmer and Sonya van Schaijik
Visible
Learning is described as “When teachers see learning through the eyes of the
student and when students see themselves as their own teachers”. This statement
stimulates questions such as:
● What do my students see when they are in
my classes?
● How do I know what impact I have on their
learning?
● How do they see themselves?
According to
Hattie, feedback has an high effect size (0.73) on student learning if given
and received effectively. Some of his
key points included:
Where am I going?
For feedback
to be successful it must relate to appropriate learning intentions (The Goldilocks Principle: ‘Not too hard,
Not too Soft but just right’) that are supported by clear success criteria. These set the direction towards achieving a
task at the surface level but also add opportunities for extension into deeper
thinking through a process described as ‘cognitive acceleration’.This entails
using meta-cognitive strategy teaching approaches such as SOLO Taxonomy which
makes learners think about learning more explicitly, and where they make their
thinking explicit.
Where to next?
Effective
feedback refers to how the student has reached the success criteria and offers
a pathway to moving to the next learning step.
Thinking back to one of our initial questions - what does the feedback I
give look like to a student in my class?
● My feedback should give direction
● It shows another way of doing it next
time.
● Any test scores show the student
where they are improving and where to move next.
● The student fixes things up based on
the feedback that's given to them.
● My feedback is personalised - just
for the student about what the student needs to know.
Is my
feedback meeting the mark? Ask the
student: What did you understand from what the teacher was saying?
Different levels
of feedback extend the learner:
● at the content level: students find out what is correct or incorrect, they learn what they
need to fix up and what knowledge is yet to be learned.
● at the process level: students are given guidance to locate errors and encouragement to apply
other strategies to meet the task
● at the self regulation level: students are supported to self assess and seek help where
they need it
● at the self level: students evaluate how they are learning and make their thinking
explicit.
The big idea is ‘know thy impact.’
Teachers
make a difference when they evaluate their own impact. Teachers often believe
that they give a lot of feedback to students however how much do they actually
receive? Hattie encourages teachers to
talk less and listen more to what students are saying or asking about their
learning. He highlights the value of praise when forming relationships but
suggests that when praise and feedback are given together, it is the praise
that students remember. Powerful
feedback is about supporting students to identify their next steps in order to
move forward by extending their thinking.
10 Mindframes for teachers- what
educators believe about learning matters.
- My fundamental task is to
evaluate the effect of my teaching on students’ learning and achievement.
- The success and failure of my
students’ learning is about what I do or don’t do.
- I want to talk more about
learning than teaching.
- Assessment is about my impact.
- I teach through dialogue not
monologue.
- I enjoy the challenge and never
retreat to “doing my best”.
- It’s my role to develop positive
relationships in class and staffrooms.
- I inform all about the language
of learning.
- I recognize that learning is
hard work.
- I collaborate.
It is when
we listen that we have a higher chance of seeing our practice as our students
see it. It is when we give effective
feedback that our students can see themselves as their own teachers.
So what does this message mean for
us, within ACCoS?
Our
professional learning community is about collaboration. We bring together
diverse thinkers who engage in authentic conversation about our impact on
learning to help shift our thinking which inspires us to grow as learners. We need to be listening to each other and to
our students, we can share our understanding around effective feedback and we
can collaborate to support other teachers in our community.
Where to next for us?
● How do we show our impact?
● How do we interpret our data in our
evidence based world? How do we make decisions? How do we we change what we do
as we are doing it to make it better?
● How do we provide feedback to
teachers about their feedback?
You can purchase Hattie's latest book from Kohia Teacher's Centre or online below.
Hattie, J., &
Clarke, S. (2018). Visible learning:
Feedback. Abingdon, Oxon: Routledge.
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