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Analysis of Chapter Readings from Visible Learning and the Science of How We Learn

Developed by

EBP Project

Purpose

This activity is useful to clarify, construct meaning collaboratively, and expand thinking about a book or theory that has been read as a team, such as Visible Learning and the Science of How We Learn by John Hattie & Gregory Yates.

Description

Following the reading of assigned chapters, during a re-grouping, each team member presents a summary and recommendation of the chapters they have read. The group identifies the main thesis of the chosen book, for example Visible Learning and the Science of How We Learn, by John Hattie and Gregory C. R. Yates.

Context For Use

This activity has been adapted and used during a Lead Data Team seminar. This activity can also be adapted for use by a Professional Learning Community (PLC) or Data Team.

Benefits

  • Knowledge transfer: Provides an opportunity for collaborative learning
  • Knowledge acquisition: Provides an opportunity for the reader to reflect on what they have read and to focus on key points in a chapter or book
  • Knowledge acquisition: Enhances or deepens an understanding of a particular approach
  • Knowledge management: Inventories a collection of professional reading reviews
  • Knowledge transfer: Transfers the knowledge acquired from one participant to another, so it can that shared and consulted
  • Knowledge mobilization: Allows connections to be made between theory and practice

Tips

  •  Certain participants may not have time to complete the chapter readings and summaries before the meeting.

Find Out More

Visible Learning and the Science of How We Learn, Hattie, J. & Yates, G., 2013.

Visible Learning Website.