A Classroom Guide to FENWAY AND HATTIE by Victoria J. Coe With curriculum connections, discussion questions, and classroom activities (aligned with common core standards for grades 3-5) Get a dog’s eye view of the world in this hilarious, heartfelt story about two best friends! He has piloted more than 30 million dollars in research grants, has published over 350 articles, 300 conference papers, twelve books and supervised close to 200 thesis students. Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. Hattie has spent more than 15 years researching the influences on achievement of K-12 children. Create situations for genuine classroom discussion, hear students ask and answer questions, check out the Paideia methods, listen listen listen. Putnam’s Sons Books for Young Readers, 2016 Introduction to the research of John Hattie . Visible learning involves teachers seeing learning through the eyes of students; and students seeing teaching as the key to their ongoing learning. It has an effect size of 0.82 and is ranked very highly (in the top 10) amongst intervention factors that have an impact on learning. Classroom Behavioral (0.8): Enforcing specific and reasonable set of classroom rules increasing student Hattie argues in his book that expert teachers are not wedded to specific ideas but instead focus regularly on evaluating the effects they have on their students and adjust teaching methods accordingly. Yet, it is not as simple as it sounds. His findings linked student outcomes to several highly effective classroom practices. In the applied-to-the-classroom books by John Hattie, Douglas Fisher and Nancy Frey (pictured to the left), these three categories are: Surface, Depth, and Transfer, ... Class discussion (0.82) Reciprocal teaching (0.74) HATTIE: 0.74 effect size Hattie's synthesis of studies on the topic, detailed in his 2012 book, Visible Learning for Teachers, found that teachers talk for 70 percent to 80 percent of class time on average. Classroom discussion is the sixth and final high-impact teaching strategy in this article. https://www.evidencebasedteaching.org.au/hattie-his-high-impact-strategies Acceleration (0.88): Very bright students (gifted) being accelerated through curricula. Teachers need to frequently step offstage and facilitate entire class discussion. Teachers conducting mini-lessons and engaging in discussions about the lesson; often involves video-taping (Hattie, 2009). G.P. Classroom Discussion Classroom discussion is a method of teaching, that involves the entire class in a discussion. Here I'd like to highlight five of those practices: ... Classroom Discussion. (Hattie, 2009). One of the teaching and learning strategies according to John Hattie that has one of the highest impacts on student achievement is classroom discussion. Save . John Hattie is a Professor of Education and Director of the Visible Learning Labs, University of Auckland, New Zealand. A meta-analysis found that classroom discussion had an effect size of 0.82. Teaching Strategy 6 – Classroom Discussion.