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By: Amanda Naccarato

Course Director: Evelyn Paris
Due: September 26, 2014
Visible Learning For Teachers Chapter Two and Three Reflection
Chapter Two:
I see.

Hattie discusses the meta-analyses on homework where there

were more then 161 studies involving more then 100,000
students that investigated the effects of homework. The study
found that the average of all these effects were 0.29 which on a
barometer that measures Zone of Desired Effects is on a lower
Visible teaching and learning occurs when learning is explicit
and transparent goal, when it is appropriately challenging, and
when the teacher and the student both ascertain whether the
goal was attained (18)
The most powerful mindset a teacher should have is to view
themselves as evaluators of their effects on students (18)
Teaching requires teachers to intervene to ensure that students
are progressing; thus the key to meeting these expectations is to
be aware of learning intentions, know the students knowledge
prior to your lesson, and knowing enough about the content to
provide challenging experiences.
To create an environment for learning one must be able to use a
variety of learning strategies and to be aware of the pedagogical
means that enable the student to learn.

I Wonder.

I wonder if there can be a confliction with visible teaching if a

student and teacher have a different idea of when a goal has
been attained
I wonder if teachers who do not carry out the mindset as an
evaluator of their effects on students have a different response
rate in the classroom, if so is it positive or negative?
I wonder if there is an effective way to figure out the knowledge
of each student on a topic if they do not participate
I wonder when intervening (if not done correctly) discourages
independence? I wonder when and how one decides if the
student needs space and independence

I wonder what would be the best way to go about understanding

the students desire for specific pedagogical means if they are
not keen on the subject
I wonder how to be sensitive to the needs of students who are
significantly below the grade level and simultaneously not
making them feel different then the rest of their peers

I Think.

I think students might have different ideas of whether a goal was

obtained if the teacher has not made a comprehensive learning
goals together with their class. In order to allow for visible
teaching to thrive, steps must be taken in order for a student to
reach a level of responsibility for their education and progression
I think students reactions to the mindset of a teacher are not
concrete. I think there should not be one goal in mind for how
teachers should see themselves, as different students will have
different needs in their teacher.
I think an exit card on the next days lesson would be an
effective strategy for analyzing the students knowledge of a
future topic.
I think students need a teacher to intervene as they are not
entirely aware of the consequences of neglecting their education.
However, I think students independence should be fostered
through open conversation about why it is important and what
independent activities they would enjoy to balance the need to

Chapter 3:
I see.

Teachers beliefs and commitments are the greatest influence on

student achievement
Expert teachers can identify the most important ways in which to
represent the subject they teach based off the knowledge of their
students needs and abilities
Expert teachers are proficient at creating an optimal classroom
climate for learning by knowing how to create a safe
environment where students feel comfortable in making errors

Expert teachers monitor learning and provide feedback, they are

effectively able to adapt to changes or mishaps in their lessons
or expectations for learning successes
Expert teachers believe that all students can reach the success
Expert teachers influence surface and deep student outcomes,
teachers must set challenging goals to achieve this.

I Wonder.

I wonder if outside influences can be more influential such as

parents especially if they have a strict vision of what success is
for their child
I wonder if students are significantly below their grade level and
if lessons are adapted to their needs what becomes of the
curriculum? For example, if the unit is essay writing but the
student is still struggling with how to write a basic sentence how
do we balance accommodations with the curriculum. (This is a
personal example from my placement at Father Henry Carr)
I wonder if there are particular students who are critical of others
how to manage their behavior in order to ensure a safe learning
I wonder what kind of feedback students prefer and how they
want it laid out for them, would they prefer written reports or
speaking one on one.
I wonder how to explicitly set out challenging goals for a class
when there are students with different abilities in the classroom

I Think..

I think and agree with the statement that teachers can be the
most influential person in their life towards striving for an
education. However, I think that some students may have
external influences that have effected them either positively or
negatively in shaping their views of education.
I think in this case a discussion would need to happen with the
student and parent individually in order to create steps to
success which may involve alternate assignments
I think behavior can only be managed with patience and relating
to each student to make them feel that you care and you expect
more of them
I think individual evaluations one-on-one may make some
students anxious. I think providing feedback in person informally
is the best route and providing written responses on assignments

I think lesson plans will need to be adapted and individual

attention may be needed to help the struggling students in the