VISIBLE LEARNING FOR TEACHERS Maximizing …

1 VISIBLE LEARNING FOR TEACHERS Maximizing impact on LEARNING By John Hattie Flynn Notes Chapter 1: VISIBLE LEARNING Inside Page Reference Application 1 It is important for TEACHERS to know and understand what will have the biggest impact on student LEARNING in the classroom. We also want LEARNING to become VISIBLE to the students. For them to self-regulate their LEARNING . Teaching should be kept in mind as the impact it has on student LEARNING . 2 95% of all teaching has a positive effect on student LEARNING 3 Effect size is the average on a bell curve of all the different teaching practices and their effect on student LEARNING . We want more than just achievement in our schools, as a focus on achievement can miss what students know, do and care about. 4 Students between the ages of 11-15 make many decisions about staying in school we need to ensure that LEARNING for these students in particular are productive, challenging and engaging 5 Critical evaluation is a core notion of VISIBLE LEARNING 6 Figure : helping the teacher to see LEARNING through the eyes of the students and the student to become their own TEACHERS .

2 PART 1: THE SOURCE OF IDEAS AND THE ROLE OF TEACHERS Chapter 2: The Source Of The Ideas Page Reference Application 14 When an activity has a low effect size it does not mean it is not good, but just that the way it has been done in the studies has not been overly beneficial for the students. Therefore, if schools are going to do them, they need to do it a different way. 15 VL is also the evaluation of the techniques/strategies that are used and their effects on student achievement 17 VISIBLE teaching and LEARNING occurs when LEARNING is the explicit and transparent goal, when it is appropriately challenging, and when the teacher and the student both (in their various ways) seek to ascertain whether and to what degree the challenging goal is attained. 18 VISIBLE teaching and LEARNING occurs when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought and when there are active, passionate, engaging people (teaches, students, peers) participating in the act of LEARNING .

3 It is TEACHERS seeing LEARNING through the eyes of the student, and students seeing teaching as the key to their ongoing LEARNING . TEACHERS must see for themselves the effects that they are having on their students LEARNING when TEACHERS see and don t see LEARNING taking place they intervene in calculated and meaningful ways to alter the direction of LEARNING to attain various shared, specific and challenging goals. 19 Teaching requires specific interventions as they: Must be aware of LEARNING intentions Know when a student is successful at reaching the LEARNING intention Understand student prior knowledge Knowing enough about the content to provide meaningful goals and challenges 20 It is important that TEACHERS be passionate about their work 21 What is most important is that teaching is VISIBLE to the student, and that the LEARNING is VISIBLE to the teacher .

4 The greater the challenge the height the probability that one seeks and needs feedback, and the more important it is that there is a teacher to ensure that the learner is on the right path to successfully meet the challenge. 23 Powerful, passionate, accomplished TEACHERS are those who: Focus on students cognitive engagement with the content of what it is that is being taught Focus on developing a way of thinking and reasoning that emphasises problem -solving and teaching strategies relating to the content that they wish students to learn Focus on imparting new knowledge and understanding and then monitor how students ain fluency and appreciation in this new knowledge Focus on providing feedback to students in an appropriate and timely manner to help students to attain the worthwhile goals of the lesson Seek feedback about their effect on the progress and proficiency of all of their students Have deep understanding about how we learn Focus seeing LEARNING from the eyes of the student Chapter 3.

5 TEACHERS : The Major Players In The Education Process Page Reference Application 25 TEACHERS beliefs and commitments are the greatest influence on student achievement over which we can have some control. 26 The differences between high-effect and low-effect TEACHERS are primarily related to the attitudes and expectations that the TEACHERS have when they decide on the key issues of teaching that is, what to teach and at what level of difficulty and their understanding of progress and the effects this has on the TEACHERS teaching. 28 Checklist for inspired and passionate teaching: a) Expert TEACHERS can identify the most important ways in which to represent the subject that they teach b) Expert TEACHERS are proficient at creating an optimal classroom climate for LEARNING c) Expert TEACHERS monitor LEARNING and provide feedback d) Expert TEACHERS believe that all students can reach the success criteria e) Expert TEACHERS influence surface and deep student outcomes PART 2: THE LESSONS Chapter 4: Preparing The Lesson Page Reference Application 41 The most powerful way to plan is when TEACHERS plan together, develop common understandings of what is worth teaching, and collaborate on understanding their beliefs of challenges and progress and work together to evaluate the impact of their planning on student outcomes.

6 They are four critical parts of planning we need to consider: Prior achievement the levels of performance of the students at the start Desired levels at the end of the series of lessons, Rate of progress the progression teacher collaboration and critique in planning 42 We as TEACHERS need to mess the rate of progression of the not-so-bright students so that we can accelerate them so they are achieving and attaining the curriculum and LEARNING objectives alongside the brighter students. As TEACHERS we need to know the trajectory of LEARNING , the current LEARNING strategies used and how willing and ready the student is to invest in LEARNING 43 As TEACHERS we must know what our students already know and teach from there 45 Schools need to extend an invitation to students to engage in LEARNING that is considered valuable and this required appropriate challenge and helping students to see the value of investing in the deliberate practice of LEARNING at school.

7 45 Self-efficacy: the belief that you have in yourself that you can make LEARNING happen Figure 46 Self-handicapping: putting obstacles in your own path to avoid blame on your own competences Figure 47 Self-motivation: the reasons an individual may have to learn Figure Self-goals: Goals students set for themselves. These goals can be either approach or avoidance goals. Achievement is higher in approach goals than avoidance. 48 Self dependence: whether a student is working for themselves by self-regulating and setting their own goals or if they are depending on adult directives. 49 Self-discounting and distortion: dismissing feedback, evaluation, praise as you deem it not relevant or worthwhile Self-perfectionism: the standards you set for yourselves 50 Hopelessness: a student believing that LEARNING goals will not occur for him/her 51 Social comparison: how students compare themselves with others.

8 52 LEARNING intentions need to be a combination of surface, deep or conceptual with the exact combination depending on the decision of the teacher , which in turn helps it fit within a curriculum. Good LEARNING intentions are those that make clear to the students the type of level of performance that they need to attain. So that they understand where and when to invest energies, strategies and thinking and where they are positioned along the trajectory towards successful LEARNING . 53 LEARNING Intentions: Students need to understand on a deeper level the LEARNING intensions of each lesson or unit of work. It is important to make LEARNING intentions inclusive of all students LEARNING does not happen in linear sequence so developing accessible LEARNING intentions can be difficult One activity can link to more than one LEARNING intention.

9 LEARNING intentions are what we intend the students to learn Finish each unit or lesson by referring to the LEARNING intention of help students to understand how much closer they are to the success criteria. It is more beneficial to first teach TEACHERS how they can teach students to set mastery goals. Useful tools such as SMART goals (specific, measurable, achievable, result-orientated and timely), how students can break down goals, what challenge means and how students can fill in a self-review questionnaire. 54 Self-review questionnaire diary: assisted by their TEACHERS , to write down three goals for themselves based on the unit that they were about to study. They were then provided examples of what success in relation to the goal looked like and rated themselves after each lesson. See pre lesson questions Post-lesson questions Reasons > to tick as why they thought they achieved the goal Or did not achieve the goal.

10 56 Success Criteria: What the students knows you are looking for them to demonstrate. Students can be actively involved in devising success criteria with their teacher To learn to use adjectives effectively is not a success criteria. What you are looking for is to be able to use 5 adjectives or, What you re looking for is that you have used an adjective just before a noun on at least four occasions that help paint a picture. 57 We have to make sure that our success criteria do not solely relate to completing an activity or enjoying it. The goal is to get students enjoying the challenge of LEARNING . There are five essential components of the LEARNING equation as it relates to LEARNING intentions and success criteria: challenge; commitment; confidence; high expectations; and conceptual understanding.