visible learning for teachers maximizing impact on learning

Papers/improving-school-achievement.pdf This paper addresses the issue of school improvement by looking to research on both the variables that should be the focus of school improvement efforts as well as factors that make it more likely that the organization will actually implement research findings. While the study does not have statistical power to conclude about boys and other subjects, it does reflect the general theory that students who agree more with a fixed mindset have lower grades and demonstrate the need for interventions in the classroom to mitigate the negative effectives of stereotypes relating to levels of intelligence.

Using a LIKERT scale survey that asks respondents about the “origins” of intelligence, Inchausti finds girls with poor performance in mathematics express more agreement with fixed mindset. To demonstrate the impact of interventions based in theories of intelligence, Inchausti utilises an original case study that he conducted in urban South American schools. This paper examines the effect of stereotypes on student academic performance and proposes intervention strategies to minimise the negative impact of stereotypes.

Many students internalise negative perceptions about their own intelligence and simply accept that they “are not a numbers person”. Students across generations and countries have long engaged in the great right brain versus left brain debate. Inchausti agrees with Hattie’s conclusion that emphasizes evidence-based evaluation of practices to improve student performance however, he stresses that educators and researchers alike should use Visible Learning as an ambitious and useful systematization of the always expanding world of academic research in education. Following his identification of factors that influence student performance, Hattie investigates which factors produce the highest positive impact on student performance and concludes that although most of the interventions have a positive impact, those that relate to teachers presented the highest impact and those that relate to school, the lowest. In his review of Visible Learning For Teachers, Maximizing Impact on Learning by John Hattie, Gabriel Inchausti seeks to answer two ever important question in education, what techniques can teachers use to actually improve learning and what matters most? In Visible Learning Hattie reviews hundreds of meta-analyses and identifies six categories of factors that influence student behaviour.

Visible learning for teachers maximizing impact on learning