Assessing a lesson's effectiveness
At the end of every lesson, it is important to reflect on the effectiveness of the lesson itself. More often than not, such reflection centers on the teacher's practice rather than the student learning. Also, observation protocols of the past focused solely on what the teacher did and whether those behaviors matched known best practices. While these are necessary practices, it is important to remember that multiple perspectives are needed to truly understand the success of a lesson. John Hattie (2012) cautions against this approach as it masks the most important aspect of teaching -- did the students learn. In Visible Learning for Teachers, Hattie challenges teachers to look at a lesson through the eyes of the student and really focus in "the effect of his or her teaching . . . [moving] the discussion away from the teaching towards the effect of the teaching" (pg. 155).
This section focuses on Hattie's work and suggestions for assessing a lesson's efficacy. It is necessary for teachers to truly determine what is and is not working in their classroom. According to Hattie, a lesson can be assessed from multiple perspectives:
This section focuses on Hattie's work and suggestions for assessing a lesson's efficacy. It is necessary for teachers to truly determine what is and is not working in their classroom. According to Hattie, a lesson can be assessed from multiple perspectives:
- The Teacher
- The Student
- The Curriculum
- Formative, and Summative
Click below to review each perspective as well as access helpful examples & resources
For more information on Visible Learning, click here ---------------------------------------------------------->
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