Hattie what makes a difference

Finally, the paper discusses new ICT skills recommended in teaching in undergraduate health courses. Related Articles:. Home References Article citations. Journals A-Z. Journals by Subject. Publish with us. Contact us. He found that the key to making a difference was making teaching and learning 'visible'.

Hattie explained how visible teaching involves teachers deliberately intervening to ensure changes in their students' thinking. This requires teachers to be clear about the learning intentions, know when each student is successful in attaining those learning intentions, have knowledge of the students' understanding, and provide a progressive development of challenging experiences and opportunities for students to develop learning strategies based on surface and deep levels of learning.

It also requires teachers to use feedback from students that reveals what they know and understand; to provide direction, but also step back when they see learners are progressing towards success criteria. What learners do is important too. When learning is visible, students are active; they are involved in determining success criteria, setting higher expectations, being open to different ways of acquiring knowledge and problemsolving.

This TLA research summary explores Hattie's model of visible teaching and learning in some detail. It examines too the characteristics of effective teachers and effective teaching strategies as well as approaches Hattie identified as having only a small effect on learning. It also outlines some of the important contributions from students, parents and the school. Five independent practitioner case studies are provided to illustrate some of the key messages in the study. They are:. By deep representation, Hattie means the ability of a teacher to know not only what they want to teach, but also how they will organise and structure it in the context of their particular students and their circumstances.

The paper will be useful for principals as they plan their professional development programmes with staff because it looks at the research that identifies what is needed to build teacher quality. Alton-Lee, A.