Hattie

Chapter 6 The flow of the lesson: learning

1. Capability

• Piaget levels
  • Sensorimotor
  • Pre-operational
  • Concrete operational
  • Formal operational

1. Capacity

• SOLO Levels
  • An idea
  • Ideas
  • Relate the ideas
  • Extend the ideas

1. Catalyst

• Catalyst
  • Motivation
  • See a gap
  • Goal setting
  • Strategies development
  • Close the gap

1. Competence

• Processes
  • Novice
  • Capable
  • Proficient

Chapter 7 The flow of the lesson: the place of feedback

1. Where am I going? What are my goals?
2. How am I going? What progress is being made towards the goal?
3. Where to next? What activities need to be undertaken next to make better progress?

• are more concerned with how students receive and interpret feedback;
• know that students prefer to have more progress than corrective feedback;
• know that when students have more challenging targets, this leads to greater receptivity to feedback;
• deliberately teach students how to ask for, understand, and use the feedback provided; and
• recognize the value of peer feedback, and deliberately teach peers to give other students appropriate feedback

Marzano

Chapter 6: Using strategies that appear in all types of lessons

• links to prior knowledge
• summarize
• make predictions

• find important information
• why specific content is important
• students know when a teacher is highlighting important content

• students record key content as they go
• review/audit/ modify notes

• review and identify any mistakes
• explain reasoning when amending prior knowledge

• students reflect on what they understand
• student describe their level of effort
• students describe what they can do to improve learning

• students' understanding is deepened after being assigned homework
• speed, accuracy, fluency is increased

• explain answers

• students interact in a manner that deepens understanding
• working efficiently