7:56 confirmation bias : use causal ladder : association is confirmation bias, do calculus is to test students with verbal question , and counterfactual is imagine who might not be learning
There has been a lot of peer review critique showing only 1 out of the 23 studies cited in Hattie's Visible Learning (VL) has anything to do with feedback for students in the classroom. Hattie & his co-authors in The Power of Feedback Revisited (2020)- finally agreed, while not directly acknowledging the wide variety of issues in VL, Hattie and his co-authors completely excluded 8 of the original 23 meta-analyses and partially excluded a further 11 meta-analyses, resulting in a substantially reduced ES of 0.48. It is hard to see how Hattie creates a story of feedback relevant to the class room from these meta-analyses - details here - visablelearning.blogspot.com/p/feedback-revisited.html
The question is: how does a teacher become aware of students' thoughts unless s/he asks them? How does the teacher know when to ask, if s/he isn't paying close attention? A teacher should be ready to change tack. I find Hattie's personal observations insightful: they (along with other techniques I use) apply in my own classrooms. But what's the evidence from other teachers' classrooms?
@@zoetropo1 I'm not arguing against feedback, my point was that the studies Hattie based his analysis of feedback on have nothing to do with feedback in the classroom, or about the questions you just asked. I find reflections from teachers in the classroom more helpful, eg lookup Michael Pershan feedbackless feedback
Thank you for organising this. I really enjoyed listening to the great conversation!
Loved this - bravo! 🎉 Thanks for sharing, John
So very good! Thank you!
really enjoyed this
7:56 confirmation bias : use causal ladder : association is confirmation bias, do calculus is to test students with verbal question , and counterfactual is imagine who might not be learning
You need to translate that out of code into plain language.
🇹🇼 The feedback can be kindness, thank you, joy,,, teachers are paid by the school, I don't know what to give back.
10:17 why question is counterfactuals, what question is association, and how question is do calculus
Do you mean that the teacher should always ask the students "Why not this?"
This raised more questions for me than anything else. I think the interviewer was average.
Lots of good points raised but I don't agree with you only hear all the positives. Its the negative that stands out for me.
18:50 Why are the English so time-poor?
This is a recording: you have as much time as you both agree on.
Education needs professional knowledge transfer and guidance, not feedback.
Then it's not a conversation, and the teacher won't learn.
There has been a lot of peer review critique showing only 1 out of the 23 studies cited in Hattie's Visible Learning (VL) has anything to do with feedback for students in the classroom. Hattie & his co-authors in The Power of Feedback Revisited (2020)- finally agreed, while not directly acknowledging the wide variety of issues in VL, Hattie and his co-authors completely excluded 8 of the original 23 meta-analyses and partially excluded a further 11 meta-analyses, resulting in a substantially reduced ES of 0.48. It is hard to see how Hattie creates a story of feedback relevant to the class room from these meta-analyses - details here - visablelearning.blogspot.com/p/feedback-revisited.html
The question is: how does a teacher become aware of students' thoughts unless s/he asks them? How does the teacher know when to ask, if s/he isn't paying close attention? A teacher should be ready to change tack. I find Hattie's personal observations insightful: they (along with other techniques I use) apply in my own classrooms. But what's the evidence from other teachers' classrooms?
@@zoetropo1 I'm not arguing against feedback, my point was that the studies Hattie based his analysis of feedback on have nothing to do with feedback in the classroom, or about the questions you just asked. I find reflections from teachers in the classroom more helpful, eg lookup Michael Pershan feedbackless feedback