Description
Table of Contents
About the Editors About the Contributors Introduction-John Hattie and Raymond Smith Chapter 1. "I am an evaluator of my impact on teacher/student learning"-Janet Clinton Chapter 2. "I see assessment as informing my impact and next steps"-Dylan Wiliam Chapter 3. "I collaborate with my peers and my teachers about my conceptions of progress and my impact"-Jenni Donohoo Chapter 4. "I am a change agent and believe all teachers/students can improve"-Michael Fullan Chapter 5. "I strive for challenge rather than merely 'doing my best'"-Zaretta Hammond Chapter 6. "I give and help students/teachers understand feedback and I interpret and act on feedback given to me"-Peter M. DeWitt Chapter 7. "I engage as much in dialogue as in monologue"-Douglas Fisher, Nancy Frey, and Dominique Smith Chapter 8. "I explicitly inform teachers/students what successful impact looks like from the outset"-Laura Link Chapter 9. "I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others"-Sugata Mitra Chapter 10. "I focus on learning and the language of learning"-Jim Knight Conclusion-John Hattie and Raymond Smith References Index