I like this Hattie’s 8 Mindframes , Here is how they inspire me:
Mindframe 3: I want to talk more about learning than teaching.
If you think that, like Barkley says (p.16): “Teaching cannot occur without learning; teaching without learning is just talking.”, it doesn’t make any sense to talk about teaching by itself.
I always see myself as an expert in problem solving; that’s what studying Cognitive Psychology made me learn. I used to create solutions to design better Computer User Interface so they meet users’ needs. Today I create better courses, lessons, approaches to meet my learners’ needs. Teaching doesn’t exist otherwise than in order to meet our learners’ needs.
This is The point that I want the tutors that I trained to understand.
Mindframe 4: Assessment is about my impact. / Mindframe 1: my fundamental task is to evaluate the effect of my teaching on my students’ learning and achievement.
In French courses, I always tell my students that the assessments are for me to see what I need to explain better…and for them to see what they have to study more. I do agree that I have to assess my teaching and this is what I do through the assessment of the students’ learning. I think that in order for the students to reach their learning goals, we (they and I) need to work as a team. What it means is that I have to teach the learners how to become responsible for their learning. If they don’t, I have to find a way to prove them why it is important.
Mindframe 6: I enjoy challenge and never retreat into “doing my best”
In a Literature Center, any teacher or instructor teaching basic skills (reading, writing and numeracy) can be often discouraged because learners don’t even see the point of learning. Do we have to think: “I did my best. There is no more I can do.” I hear that often and I have no problem understanding why. Many people tell me that there is no more I can do. The challenge is much higher there because the level of motivation is often close to zero. I spend my time wondering how I can make the students understand why education is important. This is the most important thing they have to learn and I haven’t figured out how to teach them.
The problem is similar with learners who “don’t want to learn” whatever the topic is. Unfortunately, we are often busy enough with those who do want to learn, and I don’t think that we should feel guilty about every failure (mindframe 2). I believe that finding how to help those who fail when we haven’t figure out what the problem is, has to stay in our mind like a research project.
Visible learning occurs when teachers see learning through the eyes of students and help them become their own teachers
Hattie claims that learning becomes visible when teachers are also learners (i.e. evaluators of their own teaching) helping students to become their own teachers (through metacognitive strategies, feedback and reciprocal teaching). (Tia Ramos – Saturday, 11 October 2014, 11:53 PM in What is Visible Learning? discussion thread_ Visible learning Forum_PIDP 3250 Sept 2014)
I found this statement very inspiring. Teachers are also learners and they can make this obvious to their learners, teachers serve as role models for students. Not only are they models in the sense that they come prepared, on time, etc. This is also important but they can be models by telling the students why he thought that such activity was the right one to do in order to practice such skill for example. Sometimes I say to my students that I had planned a certain activity but because I can see that they don’t need it or, in the contrary, that they are not ready for it, we are going to do another activity. I also admit my mistake when I make one. I will keep doing that kind of self-assessment of my teaching but I need also to encourage the students to tell to others what they have understood, how they learned something, etc. Some activities can help trigger that kind of verbalization; I will try to look for more of them. Sometimes just asking some students to explain what was learned in the previous lesson can help do that: I ask them to each bring one piece of the lesson and it helps them see what they have understood.