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Hattie’s Strategies Paper

Having a strategy to change the direction of a school is as important as the results of the same. This paper, seeks to take into account the strategies as explained by Hattie. They are ten influences, and they can impact significantly on transforming the school and the academic results. The ten strategies can remove my doubts and give answers to questions that run through my mind every time that I am in the school compound. The reason why I chose a mixture of strategies is that there is no single leadership style or strategy that can work alone without the intervention of another strategy. is also worth noting that a child`s mindset is vital for success and it should be worked on if at all they are to succeed (Dweck).

Mindset can make a difference. Dweck states that the way a problem is approached is as important as whether it will be effectively solve. Therefore, below is a step by step approach that I would use in a case where I should improve a school`s performance. The first step is the introduction of student self-reported grades. It is worth noting that students are accurate when it comes to predicting how they are likely to perform in attest or a given evaluation.

According to Hattie, it should be named “student expectations” because it is what the students expect to achieve when evaluated. In this step, the instructor is required to find out the expectations of the children and push them hard to exceed these expectations. It is in this step where students will improve their performances and the overall grades of the school as a result. In addition to this, when a student achieves or exceeds their expectations, they become more confident and can even handle harder tasks even in the future (Hattie).

In this case, I would make sure that every teacher requests their students to note down what grades they would like to achieve in a given unit or a given evaluation. The teachers should then make sure they work hard to achieve not only what the student expects but also to exceed the expectations by performing incredibly well. This involves comparing the grades that a student scores with the grade that they expected to receive. The second step is the use of Piagetian programs.

Simply put, they are teaching methods that are mainly concerned with Jean Piaget’s theory of cognitive development as well as the concept that he showed about the stages of children learning. According to Hattie, there is a close relationship between Piaget’s thinking level tests and the achievements in reading tests and in the mathematics subject. In my position, I would ensure that these programs are used because they can impact positively on the results of the student. It is also wise to make sure that students operate at high Piagetian levels.

The third stage is the Response to Intervention (RTI). It is an educational approach that provides systematic assistance early enough to the children who are struggling in one or many other areas of their studying or the overall learning. This approach seeks to prevent the failure in academics through the early intervention and the frequency in the measurement of the performances of the students (Hattie). From the case study, the teachers do not use this strategy in the school. As the school head, it is wise to make sure that this systematic approach is applied.

In this case, I would make sure that special attention is given to the students with special needs. This involves assigning them extra homework and checking them daily while at the same time explaining to the students what they ought to have done. With this persistence, the students are likely to perform well in school. The fourth stage is establishing Teacher Credibility. Hattie stated that teacher credibility is critical for the children`s learning. Here, students become aware of the teachers in their school who can make a difference in their education (Hattie).

The four factors to measure a teacher`s credibility include competence, trust, dynamism as well as immediacy. Hattie asserts that children should put off any member of the staff who is not credible. Here, students are given forms to complete that are aimed at evaluating the credibility of the teacher on the factors named above. In this case, I would make sure that all the teachers who are evaluated and failed are forced to face the panel to explain their case. This will put teachers on their toes and they will work extra hard at school.

By doing this, they are likely to improve the overall school performance. The fifth step involves the provision Of Formative Evaluation. Formative evaluation is an activity that is used as an assessment of the progress of learning before or during this learning process itself. As opposed to the formative assessment, summative assessment evaluates what has been learned by students at the end of the term or the teaching (Hattie). It is done after all is done. To solve problems in the schools, teachers should spend similar time on formative evaluation as they spend on the summative assessments.

Furthermore, detailed feedback should always be given to the students. Here, I would ensure that once the students are evaluated, they receive feedback as soon as possible. They should also be guided on where they went wrong and solutions to the problems well addressed in the class. By doing so, the children will work extra hard in school. Microteaching is the sixth step in this regard as well. Micro-Teaching is a video recording of a given lesson with debriefing. The experience is mainly reviewed so that the experiences of learning and teaching can be improved significantly.

In the visible learning, it is described as “mini-lessons” and often conducted in laboratory settings. It involves students and teachers conducting lessons to small groups of students and also engaging in discussions after the particular experiences. Micro teaching skills are very many in this century due to the evolvement of the YouTube channels (Hattie). The students ought to be guided on the best way to hold their mini-lessons to make sure that they can reflect on what they have previously learned in the classroom.

These teams help to give feedback to the instructors, and it also helps provide constructive criticism. I would make sure that every student participates in the group work. Students will become understanding and they will work will their colleagues better when they are advised on the importance of the same. This will not only improve the grades but also the confidence of the students will be boosted. The seventh stage is Classroom Discussion that calls the whole class to participate in a given prompt or a discussion.

This is where the teachers stop teaching and urge the students to respond to a major issue that revolves around the syllabus. These studies help students to improve their communication skills by boosting their confidence, and they can voice their thoughts and their opinions as well (Hattie). The teachers are also beneficiaries of this since they can access whether their students have understood the concepts that they have taught in class. In this environment where students exchange ideas, they are most likely to learn from each other, and this makes them better at the long run.

These debates are likely to improve the students’ communication schools and presentation skills as well. The student will be able to air their points while at the same time agreeing, disagreeing and refuting an argument. I would also make sure that there is a debate that involves the whole school with both the administration and the teaching staff and the students themselves. In the eighth step, I would advocate for Comprehensive Interventions for the learning of the children who are disabled. Having disabled children makes some subjects hard to teach and hard for them to adapt.

There should be techniques and ways to incorporate even the disabled children into the learning process and the overall experience. The methods should be used for teaching, doing mathematics and ways to reflect their understanding from the classroom. According to Hattie, all the children will benefit from this strategy including those with intellectual disabilities. In most cases, children with disability do not feel comfortable at school, if the above is done, the children will feel appreciated and they will perform extraordinarily. I would ensure that they are adapted and followed to the letter.

Teacher Clarity is the ninth step and is also vital to achieving high results in the success of the children as well as realizing the goals and the objectives of a given subject. Teacher clarity includes the explanation, organizations, assessment of the student learning as well as guided practice. All these qualities attribute to the teacher`s clarity (Hattie). In addition to this, there should be clearly set learning intentions that include attitudes, values, knowledge as well as skills. Teachers ought to know the progress of every student and address their individual learning problems.

As the head, I would make sure that every teacher presents their points in a clearer way and that the children are able to understand what the teacher wants exactly. Children should also evaluate the teachers` clarity frequently. Finally, there should be Feedback as it is one powerful influence especially on the impact it causes on both a student`s education and experience. There should be an efficient model of effectively giving feedback at the task, process as well as the self-regulation level. The best feedback should be from a student to the teacher to make sure that they are getting what they should get from the classroom.

It makes a teacher look at what they have achieved and set the process to follow to achieve even better results. A teacher should also give feedback to the student to make them understand where they might have gone wrong. I would ensure that after every test, feedback is given the soonest possible and grades assigned by the teachers fairly. This keeps the students alert and they are more likely to work towards outgoing their weaknesses. According to Reeves, The measurements of initiative can be characterized, evaluated and enhanced in a systemic way.

Hierarchical viability is best served when administration is appropriated in a manner that the measurements of authority are bolstered by the entire group. “Muddled administration” is the act of auditing information, making midcourse amendments, and centering basic leadership on the best purposes of influence is better than “perfect authority” on which arranging, procedures, and techniques occur over accomplishment. In conclusion, I chose the book by Hattie because it clarifies a number of the most intense impacts for understudy’s accomplishment and gives polls, agendas and cases to present these parts of Visible Learning in the classroom.

Distinct Learning for Teachers goes for ‘making learning unmistakable’ and helping educators to see learning through the eyes of their understudies. It likewise helps educators to discover how to look for and give suitable input that helps understudies getting forward. Hattie’s cases that learning gets to be obvious when instructors are likewise learners (i. e. evaluators of their own instructing) helping understudies to wind up their special educators (through met cognitive techniques, input and corresponding instructing). To encourage this upgraded part of instructors, the book considers both the points of view of teachers and learners.

Also, Noticeable Learning for instructors gives itemized clarifications to get ready, educate and examine lessons as per what works best. Providing sufficient input is a valuable perspective. Agendas and cases help educators to attempt noticeable learning in their particular classroom. School principals and directors find valuable and significant thoughts for school improvement in light of visible learning. John Hattie built up a method for positioning different impacts in various meta-examinations identified with learning and accomplishment as indicated by their effect sizes.

In his unique study “Obvious Learning” he placed 138 impacts that are identified with taking in results from exceptionally beneficial outcomes to extremely negative repercussions. Furthermore, Hattie found that the average effect size of the considerable number of studies he examined was 0. 40. Along these lines, he chose to judge the accomplishment of impacts with respect to this ‘pivot point,’ keeping in mind the end goal to discover a response to the question “What works best in instruction?

Hattie contemplated six territories that add to taking in: the understudy, the home, the school, the educational program, the instructor, and educating and learning approaches. Be that as it may, Hattie did not just give a rundown of the relative impacts of various impacts on understudy accomplishment. He likewise recounts the story essential the information. He found that the way to having any effect was making educating and learning unmistakable. He promotes clarified this story in his book “Noticeable learning for instructors. “

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