7:56 confirmation bias : use causal ladder : association is confirmation bias, do calculus is to test students with verbal question , and counterfactual is imagine who might not be learning
There has been a lot of peer review critique showing only 1 out of the 23 studies cited in Hattie's Visible Learning (VL) has anything to do with feedback for students in the classroom. Hattie & his co-authors in The Power of Feedback Revisited (2020)- finally agreed, while not directly acknowledging the wide variety of issues in VL, Hattie and his co-authors completely excluded 8 of the original 23 meta-analyses and partially excluded a further 11 meta-analyses, resulting in a substantially reduced ES of 0.48. It is hard to see how Hattie creates a story of feedback relevant to the class room from these meta-analyses - details here - visablelearning.blogspot.com/p/feedback-revisited.html
The question is: how does a teacher become aware of students' thoughts unless s/he asks them? How does the teacher know when to ask, if s/he isn't paying close attention? A teacher should be ready to change tack. I find Hattie's personal observations insightful: they (along with other techniques I use) apply in my own classrooms. But what's the evidence from other teachers' classrooms?
@@zoetropo1 I'm not arguing against feedback, my point was that the studies Hattie based his analysis of feedback on have nothing to do with feedback in the classroom, or about the questions you just asked. I find reflections from teachers in the classroom more helpful, eg lookup Michael Pershan feedbackless feedback
