‣ Emeritus Laureate Professor, University of Melbourne, Australia
‣ Chief Researcher and Best-selling Author of Visible Learning, World’s Largest Evidence Base In Education Effectiveness
‣ Former Board Chair, Australian Institute for Teaching & School Leadership
‣ Fellow, Australian Council for Educational Leaders and the American Psychological Association
WELCOME SPEECH
Prof. John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, Visible Learning, is a culmination of nearly 30 years synthesizing more than 2,100 meta-analyses comprising more than 100,000 studies involving over 400 million students around the world.
The Visible Learning+ professional learning model has been successfully implemented in over 10,000 schools across the globe.
He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education.
He has been a Director of the Melbourne Education Research Institute since 2011 and is also the past president of the International Test Commission. John was awarded the New Zealand Order of Merit in the 2011 Queen’s Birthday Honours, is a fellow of the Australian Council for Educational Leaders and the American Psychological Association, has published and presented more than 1,200 papers, and supervised over 200 thesis students.
KEYNOTE 1
Singapore Premiere
Making Learning Visible – The Future of Learning is NOW (Part 1)
BY Emeritus Laureate Prof. John Hattie
Synopsis
This keynote is part one of a two-part series.
The premise of MAKING LEARNING VISIBLE is simple yet profound: learning is best when you can see it. When learners become their own teachers, they know how to learn.
They can self-reflect, self-monitor, self-evaluate and most importantly, self-regulate in an environment which creates and sustains powerful cultures of learning.
Central to the keynotes is the exploration of ways to inspire a generation of learners who are their own teachers. John Hattie’s Visible Learning research of what works best for student achievement was first published 13 years ago.
There are now more than 2,100 meta-analyses in the data base, and the Visible Learning+ professional learning model has been successfully implemented in thousands of classrooms across the globe.
John Hattie will share what he has learned since first publishing his research in 2008 and implications and imperatives for students, teachers, parents, and leaders NOW.
Making Learning Visible – The Change and Imperative of NOW (Part 2)
BY Emeritus Laureate Prof. John Hattie
Synopsis
This keynote is part two of a two-part series.
The premise of MAKING LEARNING VISIBLE is simple yet profound: learning is best when you can see it. When learners become their own teachers, they know how to learn.
They can self-reflect, self-monitor, self-evaluate and most importantly, self-regulate in an environment which creates and sustains powerful cultures of learning.
Central to the keynotes is the exploration of ways to inspire a generation of learners who are their own teachers. John Hattie’s Visible Learning research of what works best for student achievement was first published 13 years ago.
There are now more than 2,100 meta-analyses in the data base, and the Visible Learning+ professional learning model has been successfully implemented in thousands of classrooms across the globe.
John Hattie will share what he has learned since first publishing his research in 2008 and implications and imperatives for students, teachers, parents, and leaders NOW.
Designing learning in which all learners – students, teachers, and leaders – learn not by chance but by design.
This masterclass will connect you with high-impact practices from the Visible Learning research and examples of practice that help answer these questions:
‣ What is learning?
‣ What does it mean to be a great learner in your class or school?
‣ How do we know students are engaged in learning?
‣ What strategies are most powerful and how do we know if our students can use these strategies independently?
‣ How do we align teaching with the phases of learning?
‣ How can we design lessons to teach strategies of learning?
Attendees will leave with fresh ideas, best practices, and tangible strategies for immediate implementation.
*Please note that this masterclass will be co-facilitated by Prof. John Hattie and Shane Crawford.
Shane Crawford currently partners with schools across Australia to support the practical implementation of Visible Learning for Mathematics, working closely with schools to target the focus of professional learning for the greatest impact. Shane’s passion for mathematics is contagious. His knowledge of learning design supports educators to translate the Visible Learning research into what works best to optimise student learning in their maths lessons. Shane has extensive educational experience in senior school leadership, classroom teaching, and consultancy roles across the Asia-Pacific. Of note is his work with schools in Indonesia and Malaysia on curriculum design and classroom practice in mathematics. Shane was the Impact Coach of the first Certified Visible Learning+ school in Australia and currently Shane is a Professional Learning Leader for Corwin Australia.
