JOHN HATTI, UNIVERSITY OF AUCKLAND 1. Content knowledge. The expert has a deep understanding of the subject matter to be taught to students.
2. Pedagogical knowledge. The expert transforms essential aspects of subject matter to connect
with students’ ways of understanding. These transformations include:
with students’ ways of understanding. These transformations include:
- identifying essential representations about teaching and learning
- have deeper representations
- are problem solvers
- setting appropriate and challenging goals for all learners
- can anticipate, plan, and improvise
- are better decision makers, and can identify important decisions
guiding learning through classroom interactions
- have excellent proficiency for creating an optimal classroom climate for learning
- have a multidimensional perception of class situations
- are context dependent and have high situation cognition
- are diverse and flexible in their problem solving
monitoring learning and providing feedback
- are most adept at monitoring and provide much feedback
- are able to check and test-out their hypotheses or strategies
- are automatic in many routines and reactions
making these transformations
- for all students
- with much passion about teaching and learning
- have deeper representations
- are problem solvers
- setting appropriate and challenging goals for all learners
- can anticipate, plan, and improvise
- are better decision makers, and can identify important decisions
guiding learning through classroom interactions
- have excellent proficiency for creating an optimal classroom climate for learning
- have a multidimensional perception of class situations
- are context dependent and have high situation cognition
- are diverse and flexible in their problem solving
monitoring learning and providing feedback
- are most adept at monitoring and provide much feedback
- are able to check and test-out their hypotheses or strategies
- are automatic in many routines and reactions
making these transformations
- for all students
- with much passion about teaching and learning
3. Learning Outcomes. The expert promotes:
- motivation
- self-efficacy
- challenge of objectives
- outcomes of lessons: Achievement
- outcomes of lessons: Surface and Deep
- motivation
- self-efficacy
- challenge of objectives
- outcomes of lessons: Achievement
- outcomes of lessons: Surface and Deep
My reflection:
Hattie is an intellectual, an academic who thrives on research. It's a little bit harder to get a grip on exactly what Hattie is about, as there is nothing called "Hattie's theory of (X)". However, the text above is an indication of what Hattie is about. There is loads more research papers and transcripts of speeches on the net presented by Hattie where he discusses things such as "measurement models and their application to educational problems".
Hattie is more concerned with the role of the teacher, or 'expert' as a facilitator to learning than he is with the learner and how they learn, unlike, say, Bloom.
This focus on the teacher is almost revolutionary. Previously, educational theory revolved around the role and practice of the teacher. Modern theory has shifted its focus to the learner, their needs, and role as the director of their learning. Now Hattie is focusing, once again, on the teacher. This is not to say that Hattie has reverted to any old theories or practices, rather that in considering modern theories, he is once again considering the role of the teacher in them.
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