John Hattie, der in den letzten Jahren mit seiner großen Meta-Studie über Unterricht sehr bekannt wurde, war am 15. November 2013 zu einer Tagung in der Konrad-Adenauer-Stiftung in Berlin eingeladen. Hier spricht er in ca. 40 Minuten über die Ergebnisse seiner Untersuchung. Vielen Dank an die studentische Intiative Kreidestaub, dass ihr euch dafür eingesetzt habt, diesen Vortrag ins Netz zu bekommen.
YouTube: John Hattie – What does matter?
Hatties zentrales Anliegen ist (ab 16.35 min):
How do we make teachers see learning through the eyes of the students and not through what they [the teachers] think they [the students] do. Not having a debate about which teaching method is better, but which teaching method has the better impact. And, teachers, if your teaching method is not having an impact on a student, it’s not the student who needs to change. It’s you! And you have to change your teaching methods. So having a variety of teaching methods is much more succesful than having one – even if you particularly go to one. Some of our kids don’t fit nicely with how we like to think about the (world?). Our job is to be the one that changes!
And it’s also (how) we can get students to see themselves as their own teachers. We love to talk in jargon. And we have lovely jargon for that. We call it „self regulation”, „metacognition”, „21st century skills”, „life long learning”. To me it’s simple: It’s when students become their own teachers. … My fundamental job [as a teacher] is to understand my impact!
Weitere Inhalte sind u.a. classroom discussions, teachers (not teacher!), different ways to get to success u.v.a.m.