Notes From Hattie

Chapter 4 Preparing the lesson

1. Sensorimotor, birth-2 years, learns the relationship between their bodies and their environment, object permanence
2. Preoperational, 2-7 years, thinks that the only perspective is their own, thinking is concrete, difficulty with abstract thinking, language skill development
3. Concrete operational, 7-12 years, logical thinking emerges
4. Formal operational, 12-adult, can think abstractly or hypothetically, can reason through analogy and metaphor

• Self-efficacy
  • strength of self belief that "I can learn"
• Self-handicapping
  • when students choose an impediment to enable them to deflect the cause of failure
• Self-motivation
  • Is the learning itself a reward, or are perceived secondary rewards the source of satisfaction? Too much external motivation can lead to shallow learning
• Self-goals
  • Three types of goals that students can set
  • Mastery goals - aim for competence and consider ability to be something that they can develop
  • Performance goals - aim to outperform peers, they consider ability to be fixed
  • Social goals - students are most concerned about interaction and relations with others in class
• Approach and avoidance
• Self-dependence
• Self-discounting and distortion
• Self-perfectionism
  • we procrastinate because conditions are not perfect
  • we set our own standards so high that when we do not meet them we view them as a failure
• Hopelessness
• Social comparison
  • student in math class excels and is highly confident, but then is sent to the GT class and self concept plummets because the new comparison to his peers is different.

• share learning intentions with students
• not all students will work at the same rate
• curriculum, objectives, and intention are complexly related because learning doesn't happen in a linear way
• learning intentions and activities can be grouped
• learning intentions are when we plan for students to learn, but they might learn other things along the way
• finish lessons by referring back to the learning intention, and help students to see how much closer they are to the success criteria

1. mastery approach - demonstrate superior teaching ability
2. ability approach - learn professional understanding
3. work avoidance approach - avoid the demonstration of inferior ability
4. ability avoidance approach - get through the day with little effort

1. challenge
2. commitment
3. confidence
4. student expectations
5. conceptual understanding

Chapter 5 Starting the lesson

• respect
• competence
• personal regard
• integrity

1. Teachers in the school trust each other.
2. It's okay in this school to discuss feelings, worries, and frustrations with other teachers.
3. Teachers respect other teachers who take the lead in school improvement efforts.
4. Teachers at the school respect those colleagues who are expert at their craft.
5. Teachers feel respected by other teachers.

Notes from Marzano

Chapter 5 Conducting knowledge application lessons

• Element 12: Engaging Students in Cognitively Complex Tasks
  • multiple mental steps
• Element 13: Providing Resources and Guidance
  • students seek out advice
  • students can explain how the teachers is helping with their project
  • students work on complex tasks and make adaptions
• Element 14: Generating and Defending Claims
  • generate claims
  • provide backing

• Claim
  • Grounds
    • Backing
      • Qualifier
  • Grounds
    • Backing
      • Qualifier