FIVE MAJOR DIMENSIONS
According to Hattie (2012), teaching is not just about student learning. There are so many other factors to consider when it comes to teaching. Student learning styles, learning objectives, and student backgrounds are not the only things to consider when it comes to students' success (Hattie, 2012, p. 26). Teaching our students and ensuring their learning comes down to the teachers' beliefs in education and their willingness to commit (p. 26).
In Visible Learning for Teachers (2012), Hattie states that there are five dimensions that teachers and schools need to focus their efforts on to ensure that teachers will continue to stay inspired and passionate about what they do. . . helping students learn. There is an analysis of each of the five dimensions, as well as, how to align the dimensions to Colorado Teacher Effectiveness rubric, research to support the dimension, effective daily practices and benefits
RESEARCH SUPPORT
There are articles and research support to help with the five major dimensions.
Teaching Practice: A Perspective on inter-text and Prior Knowledge
REFERENCES
Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for supporting school and lifelong learning. Canadian Journal Of Education, 35(2), 24-40. Retrieved from http://files.eric.ed.gov/fulltext/EJ975274.pdf
Colorado Department of Education (2014). A Common Vision of Great Teaching: The Colorado Teacher Quality Standards. Retrieved from http://www.cde.state.co.us/educatoreffectiveness/teacherqualitystandardsreferenceguide
Costley, K. C., & West, H. G. (2012). Teaching Practice: A Perspective on Inter-Text and Prior Knowledge. SRATE Journal, 21(2), 21-25. Retrieved from http://files.eric.ed.gov/fulltext/EJ990632.pdf
Dunlosky, J. (2013). Strengthening the student toolbox: Study strategies to boost learning. American Educator, 37(3), 12-21. Retrieved from http://files.eric.ed.gov/fulltext/EJ1021069.pdf
Gillen, A., Wright, A., & Spink, L. (2011). Student perceptions of a positive climate for learning: a case study. Educational Psychology In Practice, 27(1), 65-82.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Rutledge.
Institutes on Academic Diversity. (2009-2012). DifferntiationCentral: Reaching every learner every day through differentiated instruction. Retrieved from http://differentiationcentral.com/index.html
Meirovich, G. (2012). Creating a favorable emotional climate in the classroom. International Journal Of Management Education (Oxford Brookes University), 10(3), 169-177.