This
week’s article summary is a very short piece I read about John Hattie’s book 10
Mindframes for Visible Learning: Teaching for Success.
Many
of us have been influenced by Hattie’s work and research, particularly the
interconnection of three prongs of the Instructional Core: challenging and
relevant content, effective teacher instructional practices, and student
engagement.
While
there’s certainly an art to great teaching, there’s a great deal of science as
well—and Trinity over the past number of years in our goal to continuously hone
and enhance our curriculum (what and how we teach and how we assess student
learning) has learned more about by the science of effective teaching.
To
Hattie, the most effective teachers keep the following ten “mindframes” at the
forefront of their teaching and relationships with students:
·
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 about my conceptions of progress and my impact
·
I am a
change agent and believe all students can improve
·
I
strive to provide my students with challenge and not merely have them “do their
best”
·
I give
feedback and help students understand it, and I interpret and act on feedback
given to me
·
I
engage as much in dialogue as monologue
·
I
explicitly inform students from the outset what success looks like
·
I
build relationships and trust so that learning can occur, where it is safe to
make mistakes and learn from others
·
I
identify and build on my students’ prior experiences and initial learning
levels
As
we finish the first full week of school and begin to settle into the routine
and consistency of the school year, reminding ourselves and each other to what
extent our classes reflect these mindframes will support our work as teachers
and our impact on student leanring. Just like the mindframe about challenging
our students, we need to do the same with ourselves.
Joe
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