1 Brendan Flynn Reading Notes VISIBLE LEARNING AND THE SCIENCE OF HOW WE LEARN John Hattie and Gregory Yates Flynn’s Notes 2.4.2015 Introduction Page XI Teachers to seek feedback to create a dialogue: A) To encourage teachers to set appropriate challengers based on a clear understanding of where the student is currently and where they next need to accomplish B) To have high expectations that all students can learn C) To welcome error as opportunities to learn D) To be passionate about and to promote the language of learning These focus on the learner – the learner being both the student and the teacher Teachers need to be critical planners, using learning intentions and success criteria, aiming for surface and deep outcomes and ensuring they communicate these notions of success to the students. XII VL argues that the more teachers understand the prior status of the student, and the more they are aware of the nature of success (and share that with the student) the greater probability of learning happening Xiii It helps when students want to learn, want to be challenged and want to attain the success criteria from the series of lessons, and have an intention to implement the power of thinking.
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1 Brendan Flynn Reading Notes
VISIBLE LEARNING AND THE SCIENCE OF HOW WE LEARN
John Hattie and Gregory Yates
Flynn’s Notes 2.4.2015
Introduction
Page XI
Teachers to seek feedback to create a dialogue:
A) To encourage teachers to set appropriate challengers based on a clear
understanding of where the student is currently and where they next
need to accomplish
B) To have high expectations that all students can learn
C) To welcome error as opportunities to learn
D) To be passionate about and to promote the language of learning
These focus on the learner – the learner being both the student and the
teacher
Teachers need to be critical planners, using learning intentions and success
criteria, aiming for surface and deep outcomes and ensuring they
communicate these notions of success to the students.
XII
VL argues that the more teachers understand the prior status of the student,
and the more they are aware of the nature of success (and share that with the
student) the greater probability of learning happening
Xiii
It helps when students want to learn, want to be challenged and want to attain
the success criteria from the series of lessons, and have an intention to
implement the power of thinking.
2 Brendan Flynn Reading Notes
PART 1: LEARNING WITHIN CLASSROOMS
Chapter 1: why don’t students like learning at school? The Willingham thesis.
3 Study = average student neither loves school nor hates school.
Student apathy is often cited by teachers as a main cause of their stress,
burnout and lack of job satisfaction.
Teachers need feedback from students and needs to affirm that their
journey has been worth the effort.
5 Study = suggests that humans do not naturally like school is because it
takes a great deal of effort to learn things. That thinking takes energy.
Learning is tied to a person’s SELF EFFICACY – their confidence in
themselves to know that they can learn
The dominate motive is often to concern energy when the outcome is
uncertain.
Avoiding failure is a strong motive
6 Availability refers to the minds ability to have appropriate information on
hand and sufficient cognitive resources to deal with the problem at hand.
The harder it is to recall information the less useful it becomes.
We will seek out and pay attention to things that we already know in the
hopes of increasing our knowledge of it
7 We are more engaged when we have access to a knowledge gap and the
tools to close it.
We avoid thinking and try to find solutions by using memory
8 Study – Willingham study main points:
a) Your mind is not naturally well suited to thinking
b) Activity involving the brain is slow effortful and has uncertain outcomes
c) Deliberate or conscious thinking does not guide most people’s behaviour
d) Our brains rely on memory
e) Our interest is usually restricted to things that we have some prior
knowledge of
f) We are unlikely to engage in activities unless we can see the benefit of
expending energy and gaining success.
3 Brendan Flynn Reading Notes
Chapter 2: Is knowledge an obstacle to teaching?
12 Experts tend to ignore more basic information because they assume that
novice learners may not need it when they would find it valuable.
Experts find it very hard to gauge how much knowledge a novice has.
15 Curriculum knowledge enables you to identify individual learning
problems, provide corrective instruction and set achievable goals.
Chapter 3: The teacher student relationship
16 Empathy gap when someone cannot put themselves in someone else’s
shoes
17 Study = teachers who report lower job satisfaction are usually the ones
who also provide lower levels of emotional support to their students.
20 Teachers who spent additional time each day with students who
demonstrated negative behaviours – reported more positive attitudes
towards those students.
21 A major reason for developing closeness and reducing conflict is to build
the trust needed for most learning.
Learning for many students is a risky business – it requires confidence
that we can learn, it requires openness to new experiences and thinking,
and it requires understanding that we might be wrong, we may make
errors and we will need feedback.
Chapter 4: Your personality as a teacher: can your students trust you
26 All students rate their teachers based on how the teacher makes them
feel they are being treated
Students value being treated with fairness, dignity and individual respect
Young adolescents need to understand that the world is just – and
teachers play a key part in that.
27 Students develop a moral compass that they measure teachers against:
these compasses are developed well before preschool.
28 Students respond to teachers more who – have positive open gestures,
move around the room, frequently smile, direct eye contact and using
friendly and encouraging vocal tones especially when talking 1:1
4 Brendan Flynn Reading Notes
Study = 7 year olds test scores increased when it was sat in positive
environments
29 Seeking help is a cognitive strategy to develop resilience
30 Mastery and ego can exist in each person. Mastery students wanting to
learn and ego wanting to prove their learning.
Lower ability students tend to ask less questions as they get older
When students perceive teachers as supportive – they tend to ask more
questions and associate it with mastering goals, building abilities and
less competitive
Chapter 5: Time as a global indicator of classroom learning
36 Academic learning time (alt) when student is learning and responding
with a high successful level evident.
37 Picture 1 table 5.1 looking at classroom time use through four critical
concepts
38 Students can appear to be engaged with their classroom activities but
the actual ALT is not always at a high level
39 More time spent working with high success leads to increase
achievement.
41 When students do not spend enough time teaching a topic students are
unlikely to be able to relate topics learnt to other topics
Chapter 6: The recitation method and the nature of classroom learning