Adrian Buck’s Reviews > Visible Learning for Teachers: Maximizing Impact on Learning > Status Update
Adrian Buck
is on page 48 of 269
"...students can aim to do everything that the teacher that the teacher asks to the point that they do not learn how to self regulate, self monitor, and self evaluate. While they may gain esteem and success in tasks by attending to these directives, their longer-term success is far from assured when directives are not present." - Hungarian education leads to Hungarian authoritarianism?
— Jun 24, 2020 02:54AM
Like flag
Adrian’s Previous Updates
Adrian Buck
is on page 192 of 269
"...what it asked for is a culture in which teachers spend more time TOGETHER pre-planning and critiquing this pre-planning, and working in teacher groups to interpret the evidence about their effect on students" - sounds like the collectivisation of teaching, can understand why so many leave the profession once this level of bureaucracy has been reached.
— Oct 18, 2020 07:02AM
Adrian Buck
is on page 189 of 269
"I do not suggest running sessions lecturing staff about what is going to happen - but this ignores the mind frames that teachers currently have about the success of their own teaching." - he's right about this, but he implies teachers are wrong about 'the success of their own teaching'.
— Oct 18, 2020 06:56AM
Adrian Buck
is on page 182 of 269
"Teachers need need to enhance their evaluation skills about the efforts they are having on students...Overa series of lessons, if the typical impact is not high (that is, at least d=>0.40) then change in the teaching methods is likely to be necessary" - teaching is not cricket
— Oct 10, 2020 06:51AM
Adrian Buck
is on page 181 of 269
"As teachers become more experienced, their [theories of practice] become more convincing to them, and sometimes changing them requires a major disruption and high levels of convincing power of the effect of alternate theories of action" - by now, it is clear that this book more about convincing teachers than the visibility of learning.
— Oct 08, 2020 03:22AM
Adrian Buck
is on page 172 of 269
"...maybe less debate about other structural concerns (lower class size; different tracking methods; professional development sessions not related to these debates) could make way for financing more teaching planning and review time - together" - 'financing', that explains the problem, having teachers together and not teaching is a very obvious cost to a school.
— Oct 04, 2020 02:17AM
Adrian Buck
is on page 169 of 269
"Students are never 'owned' by a teacher, but by the school' - the notionship of 'ownership' is unpleasant either way, but this highlight's Hattie's antipathy to student-teacher relationships.
— Oct 04, 2020 02:10AM
Adrian Buck
is on page 169 of 269
"...and that even the best teacher has variability in the effect that he or she has on his or her students" - I would guess the effect size of a strong individual relationship between student and teacher would knock the others into a cocked hat.
— Oct 04, 2020 02:07AM
Adrian Buck
is on page 163 of 269
'The lesson...ends...when teachers review learning through the eyes of their students.' - Hattie often falls victim to his own metaphors; Willingham didn't have this problem.
— Sep 29, 2020 12:15PM
Adrian Buck
is on page 162 of 269
'When the cook tastes the soup, it is formative: when the guests taste the soup, it is summative' - Nice! And also indicates what is wrong with the Hungarian érettségi.
— Sep 29, 2020 12:12PM
Adrian Buck
is on page 158 of 269
"but for students to become 'capable' still requires a teacher to believe passionately that these students CAN become become capable...this passion does necessarily mean bubbly exuberance, but...involvement in each student's learning, and evaluating your effect on each student" - Oh, you mean professionalism, not 'passion': twisting language like this doesn't help your argument.
— Sep 29, 2020 12:09PM
