Understanding Visible Learning Strategies
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ScribdTranslationsUnderstanding Visible Learning Strategies
Translated by
ScribdTranslationsVisible Learning
LEARNING
Process of Learning is a
change process by which
relatively knowledge
results from the
permanent in
combination of the
the capture and
behavior transformation of
of a person the experience
(Feldman, 2005). (Kolb, 1994).
What is visible learning?
John Hattie, recognized researcher from the University of
Auckland, New Zealand.
Proposal known as Change of mindset of
visible learning. the teachers.
Visible learning
The teacher should reflect and become an evaluator of their
own practice and the impact of their learning
students.
The change and improvement in teaching practice
The professor, it lies in motivation.
has a
paper of
evaluator and
activator. Criterios: ¿Dónde está yendo? ¿Cómo está
going? Where should it go?
Visible learning
.
Evaluator and activator
Impact presence
Motivation, to think -
make - how to take advantage
the strategies.
Both they need
know the purpose
of learning and the
criteria for success
Conclusions reached by Hattie,
2006, 2011
Feedback.
The teacher-student relationship, development of a climate
warm socio-emotional.
The challenge, the key is to propose a challenge of difficulty.
suitable for the students.
The expectations that the student has of themselves and the
What the teacher has (improvement and success).
It is essential that the
teaching and the
learning be
visible
How is it achieved:
Thinking routine
I see–I think–I am
I ask.
(U. Harvard, Project zero)
Connection with
neuroscience generation
curiosity to stimulate
hippocampus generating
dopamine then to
thalamus and cortex
cerebral
Generate networks of
connection between the
previous colors and
what is presented.
Stimulation of the system
sensory-perceptual: for
for the student to internalize
in a playful, auditory way,
visual, motor, that
that I hope is a
lasting learning.
Play as part of teaching
learning
Make learning visible in achievements,
laughter, songs, and games that they share
with their peers, when together they model
their learnings share knowledge
among peers and the teacher guides and generates
stimulation.
Characteristics of success in the classroom
(teacher–student):
Professor or teacher
passionate.
Requires that they have knowledge
Skills
Skills
The teacher must know when
learning happens
Learn from experience and
when experimenting
Learn to perform
monitoring or control
Requesting and giving feedback
Generate strategies.
Motivation
mezclada con la
repetition generates
modifications in
the thorns
dendritic,
provoking that
have a greater
surface of
contact.
Modify the strategies or
change them
Make visible the usefulness that
will have in the future the
specific learning
Deliberate interventions
to provoke change
Understanding of the
previous knowledge
To know the level with which
they arrive at the task
Generate experiences
significant and challenging
Relationship with neuroscience
Executive functions
Flexibility
Planning
Critical thinking
Educate from emotions.
The more the student becomes their own
teachers (developing their self-analysis qualities,
self-assessment, self-esteem, and self-teaching) and how much
but the teacher becomes a learner of his own
the more teaching, the more satisfying the results will be,
greater effects will be had on the learning of the
students.
Adjust
Error like planning
I learned
opportunity it's for
zaje
of learning provoke
visible
impact
FEEDBACK
Feedback
motivation
Located in the lobe
Hippocampus
temporal
News detector
It is considered as the
novelty detector, now
that this intervenes in the
retention of new
contents like yours
evocation.
Conclusion
Know the context.
Provide feedback.
Learning opportunity.