In a study conducted on teacher expectations during the 1960s, two teachers received their class lists for the year which included student IQ results. BUT, on one of those lists, the IQ 'results' were actually just the students' locker numbers. At the end of the year, the students who were listed as having a high IQ performed much better than those who were listed as having a low IQ. What's amazing though, is that in the other class, students with the high locker number 'IQ's' also performed significantly better than those with the lower locker numbers. This suggests that it wasn't the IQ's that had the greatest effect, but what the teachers expected from the students based on their IQ. Today we chat about the very tangible influence that our expectations have on our students' learning and outline some helpful practices that we should adopt if we want to be high-expectation-teachers.

Recording this as PD? Here are the relevant Australian Professional Teaching Standards for this episode:

• Focus Area 1.1 - Physical, social and intellectual development and characteristics of students
• Focus Area 1.2 - Understand how students learn
• Focus Area 3.1 - Establish challenging learning goals
• Focus Area 4.1 - Support student participation

Helpful Links 💡

• Visible Learning Research Database
• Visible Learning - What Are Meta-Analyses?
• Austin's Butterfly: Models, Critique & Descriptive Feedback