1. What is the Research Evidence?
John Hattie
Presented by: Charito C. Tago
2. To identify the relative power of the
teacher.
To reflect on the qualities of excellence
among teachers.
To dwell mainly on the study undertaken
in the classroom of America’s best teacher.
To ascertain the attributes of excellence.
3. Brief Review of
Literature
There are 5 major dimensions or 16 attributes that
underpinned the expert teachers.
1) Expert teachers can identify
essential representations of their
subject(s).
1.1 They have deeper representations
about teaching and learning.
1.2 They adopt a problem-solving
stance to their work.
1.3 They can anticipate, plan and
improvise as required by the situation.
1.4 They are better decision-makers
and can identify what decisions are
important and which are less
important decisions.
4. 2) Expert teachers can guide learning through
classroom interactions.
2.5 They are proficient at creating an
optional climate for learning.
2.6 They have a multi-dimensionally
complex perception of classroom activities.
2.7 They are more context-dependent and
have high situation cognition.
3) Expert teachers can monitor learning and
provide feedback.
3.8 They are more adept at monitoring
student problems and assessing their level of
understanding and progress, and they provide much
more relevant, useful feedback.
3.9 They are more adept at developing and
testing hypotheses about learning difficulties or
instructional strategies.
5. 4) Expert teachers can attend to effective attributes.
4.11 They have high respect for students.
4.12 They are passionate about teaching and
learning.
5) Expert teachers can influence student outcomes.
5.13 They engage students in learning and
develop in their students’ self-regulation, involvement
in mastery learning, enhance self-efficacy, and self-
esteem as learners.
5.14 They provide appropriate challenging tasks
and goals for students.
5.15 They have positive influences on students’
achievement.
5.16 They enhance surface and deep learning.
6. Findings which relate to
Effective Teaching
The greatest source of variance that can make
the “DIFFERENCE” are the teachers. Thus, it needs
to ensure that this greatest influence is
optimized to have powerful and sensationally
positive effects on the learners. And this calls
the necessity to direct attention at higher
quality teaching and higher expectations that
students can meet appropriate challenges.
7. The study pointed out that the challenge, deep
representation, monitoring, and feedback
dimensions are the greatest differences between
expert and experienced teachers. However, all 16
attributes in general, need to become critical
goalpost in the professional development of the
teachers because this will serve as:
The basis for teacher education programs to
highlight that which truly makes the
difference.
The basis for extolling that the teaching
profession truly does have recognisable
excellence which can be identified in
defensible ways.
The basis for a renewed focus on the success of
8. The study also
demonstrated the need for a
focus on dependably
identifying, esteeming and
encouraging excellent
teachers, wherever they may
be.
9. Like expertise in
teaching, teachers need a
deeper representation
of excellence in
teachers, a greater
challenge and
commitment to
recognizing excellence,
and a coherent,
integrated, high level of
deep understanding
10. Insights Learned from the
Article
Teachers can really do positive effect and can
make a difference to students’ achievement.
As an experienced teacher, I should aim to
identify the factors that have a marked and
meaningful effect on students learning because
excellence in teaching is the single most
powerful influence on achievement.
11. I’m insufficient of the
mentioned attributes and
that I should immediately
take into account for me to
begin to practice them
along with the other
attributes while I continue
educating my students.
12. The 16 attributes should be
used as the goalpost due to it
is the basis for developing
appropriate professional
development for me to be
successful in making the
difference.
13. Further based on the result of the
research, expert teachers do differ from
experienced teachers particularly on the way
they represents their classrooms, the degree
of challenges that they present to students,
and in the depth of processing that their
students attain. Generally speaking, teachers
have the desire to be effective in teaching and
even want to be like other expert teachers.
Hence, I should also try to possess the above
mentioned attributes so that my students can
exhibit an understanding of the concepts that is
more integrated, more coherent, and at a
higher level of abstraction.
