"Aprendizaje visible" para profesores : maximizando el impacto en el aprendizaje
- Downloads：1973
- Type：Epub+TxT+PDF+Mobi
- Create Date：2023-04-07 22:16:26
- Update Date：2025-09-23
- Status：finish
- Author：John Hattie
- ISBN：8428338604
- Environment：PC/Android/iPhone/iPad/Kindle
- Download
Summary
Rare Book
Reviews
Laura Gembolis
，
"Passion reflects the thrill， as well as the frustrations， of learning; it can be infectious， it can be taught， it can be modeled， and it can be learnt。 It is among the most prized outcomes of schooling and， while rarely covered in any of the studies reviewed in this book， it infuses many of the influences that make the difference to outcomes。 It requires more than content knowledge， acts of skilled teaching， or engaged students to make the difference （although these help）。 It requires the love "Passion reflects the thrill， as well as the frustrations， of learning; it can be infectious， it can be taught， it can be modeled， and it can be learnt。 It is among the most prized outcomes of schooling and， while rarely covered in any of the studies reviewed in this book， it infuses many of the influences that make the difference to outcomes。 It requires more than content knowledge， acts of skilled teaching， or engaged students to make the difference （although these help）。 It requires the love of the content， an ethical ， caring stance deriving from the desire to install in others a liking， or even love， of the discipline being taught， and a demonstration that teacher is not only teaching， but also learning （typically about the students' process and outcomes of learning）。" page 19 - 20 。。。more
Jason Poe
，
This was an informative text。 It was deep into the research but did provide some examples on how to apply the concepts。
robertjwbrown
，
The research behind this and the huge meta-analysis on 'what works' is commendable。 Hattie stresses that almost any teaching method can have a positive effect size， therefore one should accept the standard or bar for effect size should be high （he averages to 0。40， in which the assertion is these types of strategies can elicit 'one years growth for one year of teaching。'） This changes the conversation from 'what works' to 'what works best'。 Although there is debate on the authenticity and validi The research behind this and the huge meta-analysis on 'what works' is commendable。 Hattie stresses that almost any teaching method can have a positive effect size， therefore one should accept the standard or bar for effect size should be high （he averages to 0。40， in which the assertion is these types of strategies can elicit 'one years growth for one year of teaching。'） This changes the conversation from 'what works' to 'what works best'。 Although there is debate on the authenticity and validity of these meta analysis' the findings are based on and that many of these findings are already well known。There are some interesting ideas， such as the main focus for teachers should be on 'learning' as opposed to 'teaching' and 'evaluation' over 'method' - the idea that you can teach your ass off but what good is it if the effect of it is naught？ Although， I think he overstates this focus - 'how' you teach certainly Informs how much students learn。What is jarring for me is that despite the myriad of research which mostly supports Hattie's ideas on learning effective sizes， is the lack of practical application advice and explicit ways to achieve this。 A teacher can make deductions and are apt at the method of praxis， however， this appears incongruous with the key messages of this book - making the learning 'visible'。 This is especially pronounced when considering over 25 million students were observed and 50，000 or so studies were synthesised。 。。。more
Ann Warren
，
I appreciate Hattie’s desire to synthesize hundreds of research articles in a way that illuminates what has actual effect sizes。 I didn’t appreciate the vague generalities of the book and it was just really a bit of a slog。 Our district is rolling out professional development based on Hattie’s work this next year， so I wanted some background into his work。 I like the focus on “visible learning，” because I think many teachers focus on how they’re teaching without looking at whether students are a I appreciate Hattie’s desire to synthesize hundreds of research articles in a way that illuminates what has actual effect sizes。 I didn’t appreciate the vague generalities of the book and it was just really a bit of a slog。 Our district is rolling out professional development based on Hattie’s work this next year， so I wanted some background into his work。 I like the focus on “visible learning，” because I think many teachers focus on how they’re teaching without looking at whether students are actually learning。 Also， being a reflective practitioner and working as a team with colleagues is important。 I have one of his books devoted to K5 literacy， I’ll read that and see if I can glean anything else。 His work is interesting for sure though！ 。。。more
André Henriques
，
A reference for any educator。
Isabella Abigail Ow
，
Found what this book writes about the important mindframes of an educator particularly illuminating。 Visible learning means an enhanced role for teachers as they become evaluators their own teaching。 When teachers see learning through the eyes of students and help them become their own teachers。 Good book！
Kevin Parkinson
，
Okay first things first: This is a technical book。 There’s nothing inherently good or bad about technical books。 They are needed， and they serve a purpose。 But they can also be dry and complex。 He claims this book is a follow up to his previous book， and an attempt to take the first book to the masses。 But I believe he has failed in that regard。 At the very least， this shouldn't be confused as a light read。 It requires close reading and careful attention。 It’s also one of the few books I regret Okay first things first: This is a technical book。 There’s nothing inherently good or bad about technical books。 They are needed， and they serve a purpose。 But they can also be dry and complex。 He claims this book is a follow up to his previous book， and an attempt to take the first book to the masses。 But I believe he has failed in that regard。 At the very least， this shouldn't be confused as a light read。 It requires close reading and careful attention。 It’s also one of the few books I regret reading as an audiobook， as I feel like I missed out， and perhaps some of the tables or other visuals could have made this book clearer for me。There are so many good things I can say about this book。 The first thing I’ll say and the thing I am most grateful for is the author’s most essential messages: （a） Know thy impact， and （b） Just about ANYTHING makes an impact in education， so it’s not about “does this make a difference，” it’s “what can I do to make the BIGGEST difference。” There were so many other parts of the books where I was like， “Dang that’s a really interesting way of thinking about it， and he articulated that point so well！” Good points throughout。The author is notorious， and perhaps one of the strongest academic researchers of our time。 There are a lot of amazing things about that。 At the same time， that strength is also one of his greatest weaknesses。 He is so clearly a researcher。 I get very little practitioner vibes from him。 I heard a quote recently （paraphrased）: “You get a PhD if you want to understand the world。 You get an EdD if you want to change the world。” John Hatie is the epitome of PhD。 The book is an absolute ton of things schools must attend to。 Frankly， I’m left feeling “Where the heck do I begin？” The book didn’t seem to easily flow to me， so it was like being bombed again and again and again with more things for which I had to be responsible。He also mentioned a few times that colleges spend TOO MUCH time teaching education majors about diversity。 I don’t know， maybe that’s an appropriate message in New Zealand。 But in America， that’s a shockingly troublesome claim。 。。。more
Kylie
，
I freaking love data analysis and education and curriculum planning/implementation， so book this is a dream come true for me。 My copy is full of highlights and notes。
Jeanine
，
John Hattie needs to learn to write a read-able book。 I read this for work over the summer and it was excruciating。 This book could have been reduced to a Google slides presentation。 Good ideas were presented in a horrible book。
Matt Carton
，
While 10 years old， this greatly supplements the aims of Grading for Equity。 I hope to develop a decent framework for my team’s PD as I synthesize this information。 I should mention to my colleagues that Chapter 9， “Mind frames teachers， school leaders， and systems” is essential reading。
Truls Ljungström
，
Denna bok fick mig att tänka igenom hur jag gör mitt jobb。 Jag ser framförallt förhållningssätt i boken， delvis sådana som var medvetna， men också sådana jag aldrig tänkt på。 Jag rekommenderar den varmt。
Peter Rispin
，
could not finish it。
Soner Efe
，
I can not express how grateful I am to Hattie for his great contribution to education。 This book completely changed my view to teaching and learning。 It helped me to realise my real role as a teacher and guided me towards more productive and effective mind sets。。
Adrian Buck
，
An effect size is a statisitic that measures the difference between doing something and doing something else。 As a teacher I was introduced to the concept in E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning。 Unsurprisingly the volume was full of recommendations such as "present words as audio narration rather than on screen text"。 The reason for the recommendation is that the learning outcomes of two versions of a multimedia lesson， An effect size is a statisitic that measures the difference between doing something and doing something else。 As a teacher I was introduced to the concept in E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning。 Unsurprisingly the volume was full of recommendations such as "present words as audio narration rather than on screen text"。 The reason for the recommendation is that the learning outcomes of two versions of a multimedia lesson， one with narration， the other with text were compared; and the narration was clearly more effective than the text。 All of these recommendations were concrete， and adopting them seemed a matter of common sense。 This is great， I thought， if only someone could do this for classroom teaching。 Well， John Hattie has tried and Visible Learning for Teachers: Maximizing Impact on Learning is the result。 It's a good book， well considered， well structured and well written， but it has left me with serious reservations about whether anyone， Hattie included， can provide 'proven guidelines' for classroom instruction。 The reason for this lies in the differences between multimedia learning and classroom instruction; one is a product， the other is a process。 You can sit a thousand people down in front of a computer， show them he same multimedia lesson， test them， make an isolated change to the lesson， show it to another thousand people， test them and draw valid conclusions about which version of the lesson is more effective。 Much to the frustration of educational administrators everywhere， teachers are not computers， my colleagues and I couldn't present the same material with isolated changes to groups of thirty， let alone a thousand。 Classroom teaching is not merely an interactive activity， e-learning can be interactive。 Classroom teaching is a group， real time， interactive activity。 Each time I teach， I modify my material - sometimes radically - to reach I what think are the individual and collective needs of my students。 I don't do it as well as a computer theoretically could， but no computer has been programmed to do it all。 Hattie is aware of this， he refers to the need for differential teaching， his whole discussion on feedback focuses on how tightly differenciated teaching needs to be to be effective， but he also admits his approach cannot overcome individual difference between students。 The techniques he recommends still produce winners and losers， but he claims they maximise the impact of learning over the population of learners。 I remind myself: if little Johnny fails his maths test it's a tragedy， if a million fail it's a statistic。 What Hattie does not admit is the unfortunate consequences of this for his whole project。 The effect sizes of multimedia instruction can be scientifically measured， because variables can be isolated。 The effect of classroom instruction cannot be scientifically measured， because the variables cannot be isolated。 This becomes apparent when you compare recommendations from the the two books; "present words as audio narration rather than on screen text" vs "teachers provide feedback appropriate to the point at which students are in their learning， and seek evidence that this feedback is appropriately received"。 This first is an easy box to tick， but how does the scientific observer tick the Hattie box？ 'Appropriate' looks like a value judgement to me。 Hattie's recommendations are also a lot vaguer than those culled from 'the science of instruction'。 They have to be because they are compiled from meta-studies rather then individual studies of E-learning。 As I said its impossible to reproduce the same experimental conditions for classroom teaching， and impossible to study the same population sizes。 The effect sizes that Hattie is calculating are based on finding similar studies and aggregating their results: similar， not the same。 In order to match the studies up， specific details of the research have to be omitted as not relevant。 The omission of these details makes these results less concrete， more vague。 As I read on， and stucture of Hattie's argument became apparent， it seemed to me that effect sizes in Hattie's work became less a source of scientific instruction， and more a support for educational ideology。The ideology that Hattie is implicitly advocating is that schools should be about learning。 There seems nothing obviously shocking about that until reflecting that there is an awful lot of educational endevour that the impact on learning of which cannot be readily quantified。 I have the fond notion that I should be educating for citizenship。 And there is a core of knowledge here， facts which can be tested about our institutions and how they theroretically work。 But most political concepts are essentially contestable ， and to subject a student's knowlege of citizenship to test， would quickly result in a political debate。 Hattie's focus on 'learning' is an attempt to avoid these debates about education itself。 Another fond notion I have is that education should expose students to new experiences and activities， again not it is not obvious how to measure the impact of a school trip to Stratford-upon-Avon， reading Shakespeare in class， or performing in a school play。 There is no discussion of this in Hattie's recommendations， and so no evidence that he rejects this kind of educational activity， but the relentless focus on activities where d >= 0。4 （the statististically most impactful） means they are going to be sidelined at least。 What slowly comes into focus is a kind of Gradgrindian， positivist view of education: not one I find inspiring。 Despite the title， "Visible Learning for Teachers"， a suprising number of his recommendations can only be put into practice by school managers。 By the end of the book it clear that this should not be surprising， he's not a great fan of teacher autonomy。 Teachers should be distracted from their own ideas of what effective teaching is; teachers should not be lectured about what changes are going to take place in their school's educational philosophy; instead teachers should be put into groups to told to discuss exclusively the impact of their teaching is having， and how to improve it。 Initially the idea of having paid time to discuss effective teaching with colleagues， paid time to plan and experiment with lesson plans and curricula sounds great。 But once the realisation sets in that teachers will to be held accountable for what each of their students learn， and what their students learn will be determined by what an effect size can be calculated from， it all becomes very distopian。 I felt - perhaps misguidedly - I could understand why in Australia （Hattie's home turf） and the UK， teacher retention is such an issue， whereas in twenty years of teaching in Hungary， I only know of two young teachers who have left the profession - and in both cases for better pay。 Perhaps low teacher retention is not a problem in the long term， it creates the environment where computer driven instruction can be happily introduced。 Such a situation would be a boon for Hattie， he could calculate his effect sizes with so much more confidence。 。。。more
Chase Parsley
，
Where do education buzz-terms like “best practices” and “success criteria” come from？ Educators， have you ever seen the “effect size” speedometer-looking chart about influences in education （i。e。 anything over 。40 is learning “progress”）？ This book is your answer。 Where I work， John Hattie’s “Visible Learning for Teachers” has been extremely influential in the past decade。 Administrators use its vocabulary， our teacher evaluation reflects his findings， and more。 My overall summary of my feelings Where do education buzz-terms like “best practices” and “success criteria” come from？ Educators， have you ever seen the “effect size” speedometer-looking chart about influences in education （i。e。 anything over 。40 is learning “progress”）？ This book is your answer。 Where I work， John Hattie’s “Visible Learning for Teachers” has been extremely influential in the past decade。 Administrators use its vocabulary， our teacher evaluation reflects his findings， and more。 My overall summary of my feelings for the book is this: Hattie’s work is worthwhile， but it is not the end-all。 First off， here were some of the parts I liked。- The daunting work John Hattie has done。 Anyone who complies hundreds of meta-studies and tries to make sense of it all is impressive！ A noble goal。- His conclusion about teachers – they make a huge impact， they need to be warm individuals （good sports）， and they need to constantly be thinking and communicating with peers about the effectiveness of what they are doing in hopes to further refine their craft。 “Know thy impact"。Next， it was interesting to read through the “Influences on Achievement” （Appendix C）。 We only get a list， and Hattie discusses some of them in the book， but I would have liked to have heard a bit about each category。 Some were difficult to define。 Some of the pieces I noted:- The highest category is student expectations at 1。44！ Students are very good about predicting how they do on tests and in classes， and this is a GIGANTIC number。 Is this a case for the emphasis of grit， goal-setting， and attitude？ I think it is！- Teacher credibility was 。90 – #4 overall！ I take it this is in the eyes of students？ Surprisingly， teacher education was really low （。09）。。。does this vary？ Teacher expectations were 。44。- Learning style preference （kinesthetic， verbal， auditory） are shams and count for very little。- Classroom discussion was high - #7 at 。82。- Charter schools scored poorly at 。19。 Summer vacation was -。02！ The worst was mobility at -。034 and television was 2nd worst。Finally， here are some critiques I have and points to think about:- The book was quite dry。 There were no pictures （other than data）， and a limited amount of humor。- What Hattie recommends for collaboration is highly unrealistic where I work （Washington state， US）。 He recommends teachers collaborate （i。e。 PLC time） for 15-25 hours a WEEK （pg。 191）！ This is not feasible。 He also wisely suggests that accountability should not be a factor in these discussions and that all the data he has put together should only be a starting point for what works。 I agree， but I am not sure that everyone is taking his research the same way。 Our teacher evaluations for example reflect lots of his findings。- I think the reality I see in teacher collaboration is far different。 In my experience， despite good intentions from good teachers and administrators， teachers are set up for failure。 We do not have even close to the amount of time to collaborate like Hattie suggests， and when we do meet， it is often forced and sometimes toxic， because teachers fear getting in trouble and/or being forced to do something they are not comfortable doing。 And PLCs/teacher collaboration can be very problematic。 Coaches cannot make meetings， teachers have IEP meetings （Special Ed） or something else to do， some don't care as much （retiring soon， overwhelmed， etc。） and will just go the easiest route， some have an agenda， rookies are not as experienced and are often not seen as equals， teachers from other subject areas are forced to teach out of their expertise， administrators demand the group do something they don't want to do， etc。 Hattie mentions “presentism” – teachers can get so busy and overwhelmed that they only worry about present issues， and I think this is an unfortunate reality for many American teachers。- Another related killer in all this are the plethora of standards teachers must teach。 Some of Hattie’s teaching suggestions take a lot of time to do （peer review， Piaget stuff， etc。）。 I teach mostly World History。 We have to cover 19 common core literacy standards （some of which are massive， like writing a research essay）， and something like 39 content standards， many of which have multiple parts！ My AP World History class is extremely fast-paced and I constantly have to make decisions about what to emphasize and what to cut。 I know some about Finland's education system and that is a far more humane one。 I am not sure what schools in New Zealand and Australia are like （Hattie's turf）。- Next， I was not impressed with Hattie’s emphasis on English， Math， and sometimes Science。 Clearly， that is where all the data comes from because that is what test data we have。 What about my field – social studies？ What about PE？ Art？ Etc。 Different subjects and grade levels demand different outlooks， right？- I questioned some of the semantics in this book。 Hattie hates “worksheets” but loves “guided practice。” He hates lecture but loves “direct instruction” （。59）。 He defines direct instruction as a class that: starts off with learning intentions （targets）， outlines success criteria， engages students， has a presentation， gives guided practice， reviews what was learned （closure）， and gives independent practice。 I think that， for me， I do this quite often， and my students have given me very positive feedback about it。 But instead of praise， many might see a teacher in front of the room and automatically think “lecture” and the activity as a “worksheet。” I still don’t understand what a worksheet is as Hattie defines it， but I am guessing it is just busy work/a waste of time activity。In closing， this was an interesting book to read and it has been quite influential。 It is a good starting point， but I am weary of people in education perverting some of his findings into unfair accountability and expectations on educators。 。。。more
Jon Den Houter
，
I was disappointed in this book only because I had such high expectations for it。 John Hattie is famous for conducting， within educational research， the mother of all meta-analyses: an analysis of 800+ meta-analyses， which encompassed 52，637 studies and about 240 million students and provided 146，142 effect sizes。 Based on this， I expected this book to detail how to implement the very best strategies， methods， mindsets， etc。 to achieve the best educational results。 According to his mother of all I was disappointed in this book only because I had such high expectations for it。 John Hattie is famous for conducting， within educational research， the mother of all meta-analyses: an analysis of 800+ meta-analyses， which encompassed 52，637 studies and about 240 million students and provided 146，142 effect sizes。 Based on this， I expected this book to detail how to implement the very best strategies， methods， mindsets， etc。 to achieve the best educational results。 According to his mother of all meta-analyses meta-analysis， Hattie found the top ten most effective educational interventions are as follows （each is listed with its effect size; Hattie says that an effect size over 0。40 is good and should be the standard expectation for all teachers to achieve with their students over the course of each school year）:1 Self-reported grades/Student expectations 1。442 Piagetian programs 1。283 Response to intervention 1。074 Teacher credibility 0。904 Providing formative evaluation 0。906 Micro-teaching 0。887 Classroom discussion 0。828 Comprehensive interventions for learning disabled students 0。779 Teacher clarity 0。7510 Feedback 0。75（You can find all the interventions ranked highest to lowest by googling "Hattie effect size list。"）I was so excited to learn about these programs， but now that I have finished the book， I still don't know what micro-teaching is， for example， or how to achieve teacher credibility or clarity in my own classroom。 Since this was what I was expecting to learn， this book was a letdown， hence my three-star rating。So what *was* this book about？ Unfortunately， it is just another book on how to improve education， written by an educational researcher and consultant， based largely on his experience。 Over the course of the book， Hattie discussed the implications on student learning from probably about 15-20 studies--this is a far cry from the 52，637 studies he has analyzed。 I was hoping he would take the creme de la creme of the 50，000 studies he analyzed and distill them into principals we teachers could follow。 But as Hattie himself says，It is important to note that there is nothing new in this book or in Visible Learning。 The messages and evidence are based on a study of prior literature， on what has worked successfully in so many classrooms。 As noted in the introduction， there is no new program， no new acronym， no new ‘Gee whiz， let’s do this for a while！’; instead， it is a recognition of the critical importance of understanding how excellent teachers think！ （p。 156）。In my opinion， Hattie uses the prestige of his exceptional work on effect sizes to sell an unexceptional educational book。 He filled Visible Learning for Teachers with analogies to education that he learned from his experience coaching cricket， with information from educational studies he himself conducted， with lessons from his consulting work in various schools in New Zeeland， and with implications for teaching from a handful of research studies--some of which correspond to the top interventions based on effect sizes， but many that do not。 With all due respect to Hattie， I didn't read the book to learn about these things。 I would recommend to teachers looking to implement the best practices in their classroom--those with the highest effect sizes--that you search out the research studies of these top educational interventions and read them directly。 。。。more
Ferry Rivaldi
，
good book
Gonzalo Álvarez Marañón
，
I was highly disappointed by the total absence of practical tips on how to implement in the real classroom the ideal principles of the idealized classroom environment。 I was reading with my pencil ready to underline practical recommendations on the "hows"， but my pencil waited in vain。 I was highly disappointed by the total absence of practical tips on how to implement in the real classroom the ideal principles of the idealized classroom environment。 I was reading with my pencil ready to underline practical recommendations on the "hows"， but my pencil waited in vain。 。。。more
Julie Gibson
，
This book is full of information on lesson delivery and learning。 I will need to review several chapters to keep the info fresh。
Gina
，
Excellent。 I only wish I had read this and made notes and was able to discuss each chapter with others。 Some of the key things I got out of this book: The biggest impact on students comes from a teacher's mindset because teachers are "agents of change"。 It is important for teachers to work together to constantly monitor their effectiveness， as that is the overall thesis Hattie argues。 He has the most comprehensive set of data， but also notes that none of it is new， he has just evaluated and obse Excellent。 I only wish I had read this and made notes and was able to discuss each chapter with others。 Some of the key things I got out of this book: The biggest impact on students comes from a teacher's mindset because teachers are "agents of change"。 It is important for teachers to work together to constantly monitor their effectiveness， as that is the overall thesis Hattie argues。 He has the most comprehensive set of data， but also notes that none of it is new， he has just evaluated and observed what characteristics of a teacher are the most effective。 He challenges us to monitor our own effectiveness， and help students get meaningful feedback。 Feedback is effective， but not when it is done in certain ways。 I。e。 when students don't understand it， or it does not show them where they go from that point。 Teachers also tend to dominate the classroom， but Hattie challenges us to consider how this is done and how effective it is。 We need to turn our strategies not towards teaching but learning。 How do students learn？ Students accurately can rate their understanding of material before taking a test in his studies。 It makes me ponder how to allow more reassessment in my classes-my next big goal。 Overall， lots to think about！ 。。。more
Laura
，
I read the whole thing。
Hannah Howell
，
ALL teachers need to read this！ A compilation of evidence of what has been proven effective or ineffective for students based on EVIDENCE！ We have been doing so many things wrong because we just "think" they are working without really knowing。 This book eliminates the wondering teachers often do and explicitly maps out what they should be doing if they want to be effective in having their students reach success。 I wish I would have read this years ago！ ALL teachers need to read this！ A compilation of evidence of what has been proven effective or ineffective for students based on EVIDENCE！ We have been doing so many things wrong because we just "think" they are working without really knowing。 This book eliminates the wondering teachers often do and explicitly maps out what they should be doing if they want to be effective in having their students reach success。 I wish I would have read this years ago！ 。。。more
Harry
，
lots of great research insights。 not， as it turns out， a thrilling narrative。
Cidney Mayes
，
Read for my graduate class， Analysis of Teaching and Learning。 Hattie's tips on highly effective strategies are good， but I felt that they lacked context。 Read for my graduate class， Analysis of Teaching and Learning。 Hattie's tips on highly effective strategies are good， but I felt that they lacked context。 。。。more
Carrie Froese
，
Hattie's research made accessible for teachers。 Hattie's research made accessible for teachers。 。。。more
Lori
，
Great resource to help teachers understand the research-based practices and “mindframes” that make for truly effective teaching。 This book summaries and applies the huge pile of research John Hattie has analyzed over the years。 Highly recommended for experienced educators who wish to move from “experienced” to “expert。”
Claudette
，
（Audiobook） I’ve found it very insightful， especially for a new teacher who is trying to get get some teaching ideas up their belt。
Andria
，
This research was very much dovetailed with project based learning。 I particularly spent some time thinking about the feedback chapter。 This book helped frame my thinking for pd next year。
Brenda Yoho
，
This is something you read， read， and read again。。。。Always reviewing it。
Erica Warren
，
I really liked this book as an instructional coach。
Tag
-
aprendizaje visible para profesores. maximizando el impacto en el aprendizaje