John Hattie has spent his career trying to pick through the “big ideas” in education to find what has the greatest effect on student learning. But the New Zealand researcher said it took him a decade to realize he was looking at one crucial aspect of learning all wrong.
Sparks, S. D. (2018, June 19). Getting Feedback Right: A Q&A With John Hattie. Retrieved July 25, 2018
- Posted: January 9, 2019
Home » Best Practices » Sparks, S. D. (2018, June 19). Getting Feedback Right: A Q&A With John Hattie. Retrieved July 25, 2018
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead