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    5 Highly Effective Teaching Practices - Edutopia

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    Roxanne Marie Gargar Sieras
    This document discusses 5 highly effective teaching practices according to educational researcher John Hattie: 1. Teacher clarity - clearly communicating learning goals and expectations to students. 2. Classroom discussion - facilitating discussions to allow students to learn from each other and for formative assessment. 3. Feedback - providing consistent individual and group feedback to students on their progress and areas for improvement. 4. Formative assessment - frequently assessing students' understanding to provide accurate feedback. 5. Metacognitive strategies - giving students opportunities to plan, monitor, and reflect on their own learning.

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    5 Highly Effective Teaching Practices - Edutopia

    Uploaded by

    Roxanne Marie Gargar Sieras
    95 views3 pages
    This document discusses 5 highly effective teaching practices according to educational researcher John Hattie: 1. Teacher clarity - clearly communicating learning goals and expectations to students. 2. Classroom discussion - facilitating discussions to allow students to learn from each other and for formative assessment. 3. Feedback - providing consistent individual and group feedback to students on their progress and areas for improvement. 4. Formative assessment - frequently assessing students' understanding to provide accurate feedback. 5. Metacognitive strategies - giving students opportunities to plan, monitor, and reflect on their own learning.

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    Effective Teaching Practices

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    5 Highly Effective Teaching Practices _ Edutopia

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    This document discusses 5 highly effective teaching practices according to educational researcher John Hattie: 1. Teacher clarity - clearly communicating learning goals and expectations to students. 2. Classroom discussion - facilitating discussions to allow students to learn from each other and for formative assessment. 3. Feedback - providing consistent individual and group feedback to students on their progress and areas for improvement. 4. Formative assessment - frequently assessing students' understanding to provide accurate feedback. 5. Metacognitive strategies - giving students opportunities to plan, monitor, and reflect on their own learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    95 views3 pages

    5 Highly Effective Teaching Practices - Edutopia

    Uploaded by

    Roxanne Marie Gargar Sieras
    This document discusses 5 highly effective teaching practices according to educational researcher John Hattie: 1. Teacher clarity - clearly communicating learning goals and expectations to students. 2. Classroom discussion - facilitating discussions to allow students to learn from each other and for formative assessment. 3. Feedback - providing consistent individual and group feedback to students on their progress and areas for improvement. 4. Formative assessment - frequently assessing students' understanding to provide accurate feedback. 5. Metacognitive strategies - giving students opportunities to plan, monitor, and reflect on their own learning.

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    of 3

    5 Highly Effective Teaching Practices

    www.edutopia.org

    I remember how, as a new teacher, I would attend a professional development and feel
    inundated with new strategies. (I wanted to get back to the classroom and try them all!)
    After the magic of that day wore off, I re ected on the many strategies and would often
    think, "Lots of great stuff, but I'm not sure it's worth the time it would take to implement it
    all."

    We teachers are always looking to innovate, so, yes, it's essential that we try new things to
    add to our pedagogical bag of tricks. But it's important to focus on purpose and
    intentionality -- and not on quantity. So what really matters more than "always trying
    something new" is the reason behind why we do what we do.

    What Research Says

    This leads me to educational researcher John Hattie, who wrote Visible Learning for
    Teachers: Maximizing Impact on Learning. Through his research, one of his goals is to aid
    teachers in seeing and better understanding learning through the eyes of their students.

    Hattie has spent more than 15 years researching the in uences on achievement of K-12
    children. His ndings linked student outcomes to several highly effective classroom
    practices. Here I'd like to highlight ve of those practices:

    1. Teacher Clarity
    When a teacher begins a new unit of study or project with students, she clari es the
    purpose and learning goals, and provides explicit criteria on how students can be
    successful. It's ideal to also present models or examples to students so they can see what
    the end product looks like.

    2. Classroom Discussion

    Teachers need to frequently step offstage and facilitate entire class discussion. This allows
    students to learn from each other. It's also a great opportunity for teachers to formatively
    assess (through observation) how well students are grasping new content and concepts.

    3. Feedback

    How do learners know they are moving forward without steady, consistent feedback? They
    often won't. Along with individual feedback (written or verbal), teachers need to provide
    whole-group feedback on patterns they see in the collective class' growth and areas of
    need. Students also need to be given opportunities to provide feedback to the teacher so
    that she can adjust the learning process, materials, and instruction accordingly.

    4. Formative Assessments

    In order to provide students with effective and accurate feedback, teachers need to assess
    frequently and routinely where students are in relation to the unit of study's learning goals or
    end product (summative assessment). Hattie recommends that teachers spend the same
    amount of time on formative evaluation as they do on summative assessment.

    5. Metacognitive Strategies

    Students are given opportunities to plan and organize, monitor their own work, direct their
    own learning, and to self-re ect along the way. When we provide students with time and
    space to be aware of their own knowledge and their own thinking, student ownership
    increases. And research shows that metacognition can be taught.

    Collaborating with Colleagues

    Great teachers are earnest learners. Spend some time with a colleague, or two or three, and
    talk about what each of these research-based, best classroom practices looks like in the
    classroom. Discuss each one in the context of your unique learning environment: who your
    students are, what they need, what they already know, etc.
    How do you already bring these ve classroom practices alive in your classroom? Please
    share in the comments section below.

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