MTU Cork Library Catalogue

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10 mindframes for visible learning [electronic book] : teaching for success / John Hattie and Klaus Zierer.

By: Hattie, John [author].
Contributor(s): Zierer, Klaus [author].
Material type: materialTypeLabelBookPublisher: Abingdon, Oxon. ; New York : Routledge, 2018Copyright date: ©2018Description: online resource (180 pages) : illustrations.Content type: text Media type: computer Carrier type: online resourceISBN: 9781138635524 (paperback); 9781138635517 (hardback); 9781351796866 (e-book).Other title: Ten mindframes for visible learning [Portion of title].Subject(s): Teaching -- Psychological aspects | Academic achievement | Effective teaching | Teacher effectivenessDDC classification: 371.102 Online resources: E-book
Contents:
I am an evaluator of my impact on student learning -- I see assessment as informing my impact and next steps -- I collaborate with my peers and my students about my conceptions of progress and my impact -- I am a change agent and believe all students can improve -- I strive for challenge and not merely “doing your best”-- I give and help students understand feedback and I interpret and act on feedback given to me -- I engage as much in dialogue as monologue -- I explicitly inform students what successful impact looks like from the outset -- I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others -- I focus on learning and the language of learning -- Visible Learning: a vision.
Holdings
Item type Current library Call number Status Notes Date due Barcode Item holds
e-BOOK MTU Bishopstown Library eBook 371.102 (Browse shelf(Opens below)) Not for loan This title was mentioned in the Winter TLU Conversation "Putting Active Learning into Practice" by Tom Broderick, it was also listed in the references of Active Learning Resources, it is a title which would complement "The Active Learning Movement" being set up by the TLU.
Total holds: 0

Enhanced descriptions from Syndetics:

The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. In Ten Mindframes for Visible Learning , John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success. These include:

thinking of and evaluating your impact on students' learning; the importance of assessment and feedback for teachers; working collaboratively and the sense of community; the notion that learning needs to be challenging; engaging in dialogue and the correct balance between talking and listening; conveying the success criteria to learners; building positive relationships.

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.

This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize success.

Bibliography: (pages 169-173) and index.

I am an evaluator of my impact on student learning -- I see assessment as informing my impact and next steps -- I collaborate with my peers and my students about my conceptions of progress and my impact -- I am a change agent and believe all students can improve -- I strive for challenge and not merely “doing your best”-- I give and help students understand feedback and I interpret and act on feedback given to me -- I engage as much in dialogue as monologue -- I explicitly inform students what successful impact looks like from the outset -- I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others -- I focus on learning and the language of learning -- Visible Learning: a vision.

Electronic reproduction.: ProQuest LibCentral. Mode of access: World Wide Web.

Table of contents provided by Syndetics

  • List of figures (p. vii)
  • Preface: how we think about the impact of what we do is more important than what we do (p. ix)
  • 1 I am an evaluator of my impact on student learning (p. 1)
  • 2 I see assessment as informing my impact and next steps (p. 12)
  • 3 I collaborate with my peers and my students about my conceptions of progress and my impact (p. 24)
  • 4 I am a change agent and believe all students can improve (p. 39)
  • 5 I strive for challenge and not merely "doing your best" (p. 59)
  • 6 I give and help students understand feedback and I interpret and act on feedback given to me (p. 74)
  • 7 I engage as much in dialogue as monologue (p. 100)
  • 8 I explicitly inform students what successful impact looks like from the outset (p. 117)
  • 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 (p. 128)
  • 10 I focus on learning and the language of learning (p. 142)
  • 11 Visible Learning: a vision (p. 160)
  • Bibliography (p. 169)
  • Index (p. 175)

Author notes provided by Syndetics

John Hattie is Professor, Deputy Dean, and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. He is Chair of the Board of the Australian Institute for Teaching and School Leadership, and Associate Director of the ARC-Science of Learning Research Centre.
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.

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