This short post highlights how students set about the importance of teachers being able to see learning through the eyes of the students in the class. It also highlights the importance of flexibility in delivery and willingness to react to how the students are learning. The post continues in the discussion over Hattie’s Visible Learning book.

Within the book, Hattie suggests 43 key approaches to implement findings from his first book Visible Learning. The 43 key approaches are grouped in to:

  • Inspired and passionate teaching (1 to 5)
  • Planning (6 to 11)
  • Starting the lesson (12 to 23)
  • During the lesson: learning (24 to 32)
  • During the lesson: feedback (33 to 38)
  • The end of the lesson (39 to 42)
  • Mindframes (43)

32 – Processes are in place for teachers to see learning through the eyes of students

Classrooms can be complex

In previous posts, we’ve looked at the importance of teachers helping students to fill the gap and recognising that students will bring different attitudes to the classroom. There is no doubt that a classroom is an incredibly complex place and that no two students are ever the same.

However, how important is it for teachers to see learning through the eyes of the students? How might our approach we take to teaching change?

The key, as Hattie describes it, is situation awareness. The ability to see how the students are learning there and then and be able to act upon it.

This ability to adapt and change the teaching based on the learning there and then is very much accommodated for in our ‘Levers to Outstanding’

Levers

The next step

Once the teacher has checked on the learning and acknowledged student differences, the teacher must become skilled in:

  • Making meaning of the topic
  • Seeing patterns (individually, as groups or a class)
  • Anticipating challenges / changes and making appropriate decisions thereof
  • Knowing what not to develop skills in as much as what to develop skills in
  • Using formative assessment to provide information on what is working

Ambivalence

What remains a surprise is the ambivalence of students to the approach of teaching with the following statistics of learners disposition to learning stated:

  • Productive – 60%
  • Disengaged but compliant – 20%
  • Uncooperative – 12%
  • Low level disruption and disruptive – 8%

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