This is a blog from the Superintendent of Schools
for the Deerfield, Illinois Public Schools, District 109
Our mission is:
Provide educational experiences of the highest quality that engage, inspire and empower each student to excel and contribute in a changing world.
Sunday, July 21, 2013
From time to time I will share information I have posted elsewhere, for example, this posting is excerpted from a post I shared with superintendents in April 2013.
We have the data, we know what works - let's transform!
part of my work in the ISAL II Cohort (Illinois School of Advanced
Leadership) through the IASA (Illinois Association of School Administrators), I am going through a vision quest of sorts with respect
to adaptive change, organizational change, growth, learning and
of the powerful learning lessons I'm experiencing with the program is
the exposure to research about "What Works" in education as well as how
to apply that to my own practice as a leader and as a learning leader.
feel compelled to share (affirm for those of you who already know,
share for those of you who do not) one of the highly significant
authors/researchers of our day is Professor John Hattie from Aukland,
In this blog post, I am sharing some highlights from
Hattie's book Visible Learning, the source document of the summary from
where this information originates can be accessed at:
Hattie's meta analytical research (53,000 studies addressing and
affecting the learning of 83 Million students) has 2 major findings:
Learning occurs when:
Each teacher sees his or her content and class through the eyes of the students and
Each student sees him or herself as his or her own best teacher
Excerpts from Miller's summary of Hattie's book:
Visible Learning by John Hattie (2009)
Summary by Gerry Miller (North Tyneside EAZ Consultant)
John Hattie is Professor of Education at the University of Auckland, New Zealand. This summary information by Gerry Miller also refers to Self-Theories:
Their Role in Motivation, Development & Personality by Carol Dweck
(2000) and Jo Boaler’s work on setting and social class.
Visible Learning is the result of 15 years’ research and synthesises
over 800 meta-analyses (over 50,000 studies) relating to the influences
on achievement in school-aged students. It presents the largest ever
collection of evidence-based research into what actually works in
schools to improve learning. The main contributors that
influence achievement are classified as the student, home, school,
curricula, teacher and teaching strategies. A model of teaching and
learning is developed based on the notion of visible teaching and
visible learning. A major message of the book is that what
works best for students is similar to what works best for teachers. This
includes an attention to setting challenging learning intentions, being
clear about what success means and an attention to learning strategies
for developing conceptual understanding about what teachers and students
know and understand.