Visible Learning for Teachers Part 2

I'm towards the end of John Hattie's book, Visible Learning for Teachers, and my head is FULL!   I've loaded it to its gills.  Now, as per retrieval practice, I am going to see what I can PULL out of my brain!  Here goes: 
1. There is a difference between praise and feedback.  Do not mix the two.  General praise in the classroom to build a warm climate and community is fine.  But feedback is about 4 different things:

• Content (Nope): Task and product level
• Process level
• Self-efficacy (nope but close) Self-regulation or conditional level
• (Had to look this up) Self level

Now, can I explain them all?  DANG.  This retrieval business is HARD!  I will be referring to the text. 

• Task and product has to do with correcting answers, giving more information, building more task knowledge.  This feedback is the foundation for the others.
• Process level is "aimed at improving the strategies and processes".  I think this goes back to what he was saying about teaching students learning strategies to empower them (mneumonic devices, highlighting, etc.) "Can you try a different strategy?"
• Self-regulation or conditional level has to do with students understanding and having awareness of where they are in their learning.  This feedback is 'usually in the form of reflective or probing questions - can guied the learner on 'when', 'where', and 'why' in selecting or employing task and process-level knowledge and strategies." p. 135
• Self level is also known as praise and is not the same thing as feedback.  "...providing feedback with no praise compared to feedback with praise has a greater effect on achievement." p. 135

Perhaps the most deleterious effect of praise is that it supports learned helplessness: students come to depend on the presence of praise to be involved in their schoolwork.  p. 136

Mind blown. 

​On page 136 Hattie writes that we want students to move from "What do I know?" and "What can I do?"  OR "What do I NOT know?" and "What can I NOT do?" to:

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One take away I get from Hattie again and again is the importance of the intentionality of our mindset towards students and the words we choose to use.  It's a lot to process and can feel overwhelming.  But if I can just change one tiny thing and keep doing that, I believe it WILL make a difference in my students' learning, confidence, and success.  

Examples of Prompts, p. 145