Visible Learning

Hattie, John

doi:10.4324/9780203887332

Cited by 1,668 publications

(548 citation statements)

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“…In particular, studies suggest structural support for trainees is significant; this includes not only time for training within the programme of study (Hattie, 2009), but also the establishment of professional learning communities within which ITE institutes and schools work collaboratively toward supporting trainees (Lipowsky, 2013;Lee & Lee, 2014). In addition, pedagogic features of successful integration of technology into trainee practice are significant; in particular, the foregrounding of TPACK, rather than a focus on technology-related skills (Hong & Stonier, 2015), and embedding opportunities for trainees to trial new ideas and reflect critically on them.…”

Section: Gis In Teacher Trainingmentioning

confidence: 99%

Developing trainee teacher practice with geographical information systems (GIS)

Walshe

2017

Journal of Geography in Higher Education

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There is general agreement that Geographical Information Systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees' understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. However, not all trainees embraced GIS as a pedagogical tool and the study raised several key issues for geography teacher education, including the knowledge culture within schools in the teacher training partnership, and the importance of trainee self-efficacy towards GIS.

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Section: Gis In Teacher Trainingmentioning

confidence: 99%

Developing trainee teacher practice with geographical information systems (GIS)

Walshe

2017

Journal of Geography in Higher Education

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“…It is clear from research evidence that the quality of teachers' knowledge/beliefs, intentions, and plans with respect to how people learn influences teachers' teaching actions (Kerr, 1981; Lawson, Askell-Williams, & Murray-Harvey, 2009), and that those teaching actions directly influence students' learning outcomes (Bereiter & Scardamalia, 1989;Hattie, 2009;OECD, 2005;Rowe, 2002). Furthermore, the quality of students' knowledge about how they learn influences their engagement with learning, and consequently, their learning achievements (Bandura, 2001;Schraw, 1998;Schraw & Dennison, 1994;Schunk & Zimmerman, 1989;Weinstein & Mayer, 1986).…”

Section: Scaffolding Cognitive and Metacognitive Strategy Instructionmentioning

confidence: 99%

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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The quality of teachers' knowledge about how people learn influences students' learning outcomes. Similarly, the quality of students' knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching-learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students' cognitive and metacognitive strategy use and demonstrated that students' cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons.Studies 2 and 3 showed that the learning protocols slipped readily into teachers' typical lesson designs, scaffolded teachers' delivery of strategy instruction, and scaffolded some students' acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.Keywords: theory-practice gap; teacher knowledge; cognitive strategies; metacognitive strategies; learning protocols Archived at Flinders University: dspace.flinders.edu.au Scaffolding cognitive and metacognitive strategy instruction in regular class lessonsIt is clear from research evidence that the quality of teachers' knowledge/beliefs, intentions, and plans with respect to how people learn influences teachers' teaching actions (Kerr, 1981; Lawson, Askell-Williams, & Murray-Harvey, 2009), and that those teaching actions directly influence students' learning outcomes (Bereiter & Scardamalia, 1989;Hattie, 2009;OECD, 2005;Rowe, 2002). Furthermore, the quality of students' knowledge about how they learn influences their engagement with learning, and consequently, their learning achievements (Bandura, 2001;Schraw, 1998;Schraw & Dennison, 1994;Schunk & Zimmerman, 1989;Weinstein & Mayer, 1986). However, as Hattie (2009 p. 3) asked, "Why does [this] bounty of research have so little impact?" We see that this lack of impact is associated with a gap between research findings and their use to inform teaching and learning practices (Bransford, Brown, & Cocking, 2000;Hattie, 2009). In this paper we report three studies that attempt to reduce this theory-practice gap, and show that research findings about strategies for good quality teaching and learning can have an impact on classroom practices. Teachers' knowledge about how people learnTeachers exert a direct impact upon student learning. Rowe (2002) and the OECD (2005) have reported that students of the most effective teachers have learning gains four times greater than students of the least effective teachers, that these effects accumulate over time, and that the single most important school-based variable of influence for student performance is teacher quality.The kno...

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“…This seems at odds with the message coming from reviews of research set out in the texts we use with our teacher education students, and from the meta-analysis by Hattie (2009), that knowledge and use of good quality cognitive and metacognitive strategies has practically significant effects on student achievement (e.g., Bransford, Brown & Cocking, 2000;Bruning, Shraw, & Ronning, 2011;Mayer, 2008;Seifert & Sutton, 2009). …”

Section: Examples Of Cognitive Strategy Items Includedmentioning

confidence: 97%

“…If we see classroom learning as resulting in the development of domain knowledge (Alexander, 2005), then learning must be recognized as one of those domains. The significance of knowledge about learning is that it can influence the outcomes of knowledge construction in many other domains (e.g., see Hattie, 2009). Although this spreading influence is not unique to the domain of knowledge about learning, it is important that this domain be given appropriate recognition by teachers and learners, especially as it is a domain of knowledge that can be developed through explicit instruction.…”

Section: Arguedmentioning

confidence: 99%

Framing the Features of Good-Quality Knowledge for Teachers and Students

Lawson¹,

Askell–Williams²

2012

Enhancing the Quality of Learning

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In this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students' knowledge of how to act, during teachinglearning transactions, in order to generate good quality knowledge representations.There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students' and teachers' knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations.

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Visible Learning

Cited by 1,668 publications

References 0 publications

Developing trainee teacher practice with geographical information systems (GIS)

Developing trainee teacher practice with geographical information systems (GIS)

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

Framing the Features of Good-Quality Knowledge for Teachers and Students

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