Visible Learning Teaching and learning are “VISIBLE”- that is, when it is clear

Visible Learning Teaching and learning are “VISIBLE”- that is, when it is clear Visible Learning Teaching and learning are “VISIBLE”- that is, when it is clear - Start

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what. . teachers are . teaching and . what. students are learning, student achievement increases.. Grounding. Recall the teachers who truly made a difference to . you . when you were in school. .. ID: 631185 Download Presentation

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Visible Learning Teaching and learning are “VISIBLE”- that is, when it is clear




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Presentations text content in Visible Learning Teaching and learning are “VISIBLE”- that is, when it is clear

Slide1

Visible Learning

Teaching and learning are “VISIBLE”- that is, when it is clear

what

teachers are

teaching and

what

students are learning, student achievement increases.

Slide2

Grounding

Recall the teachers who truly made a difference to you when you were in school.

Have a conversation with your table group.

Share

out a favorite story from your group.

Slide3

Agenda

Overview

of Visible LearningBarometer of Effectiveness

Rank instructional strategies

Influences

on student learning

Reflections

Slide4

Visible Learning

John Hattie author of Visible Learning And

Visible Learning For Teachers

Slide5

What is Visible Learning?

Visible Learning is the result

of John Hattie’s 15 year research project

and

a synthesis of

over 800

meta-

analyses*

(

over 50,000 studies) relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence-based research into what actually works in schools to improve learning (and what

doesn't).

*thinking

about my

thinking “how do I learn the best?”

Slide6

What is Visible Learning?

According John Hattie…

Teachers have to begin planning with the END in mind T

eachers becoming evaluators

of their own teaching

.

Making

teaching

visible to the student as

well, so

that students learn to become their own teachers, an important component of becoming lifelong

learners.

There

are

practices that we know are effective in

the classroom,

and there are practices that we know are not. We

do

know what works

.

Focus on the

factors that have the greatest impact on learning.

Slide7

S

ix

signposts to effective teaching and learning.

Teachers are

the most

powerful influences in learning.

Teachers need to be directive,

caring

, and actively

engaged

in the process of teaching and learning.

Teachers need to be aware of

what students have understood and to construct meaningful experiences from this. They also need to have sufficient subject knowledge to provide meaningful and appropriate feedback to enable every student to move progressively through curriculum levels.

Slide8

Six signposts to effective teaching and learning.

 

Teachers and students need to understand the teaching/learning path: Where are you going? How are you going and "Where

to go

next?

It is not knowledge or ideas, but it

is the learner's construction of this knowledge and ideas that is critical.

Leaders and

teachers need to create environments in which

ERROR

is welcomed as a learning opportunity and

learners

feel safe

to explore

knowledge and understanding.

Slide9

Teacher in a Visible Learning Room

Clear

learning intentionsChallenging success criteriaRange of teaching

strategies

Creates problem-solving learning opportunities

Know when students are

not progressing

Provide feedback

Deep understanding about how their students learn best

Slide10

Teacher in a Visible Learning Room

Clear

learning intentionsChallenging success criteriaRange of teaching

strategies

Creates problem-solving learning opportunities

Know when students are

not progressing

Provide feedback

Deep understanding about how their students learn best

Slide11

Students

in a Visible Learning RoomUnderstand learning intentions

Are challenged by success criteriaDevelop a range of learning strategies

Know

when they are not progressing

Seek

feedback

Visibly

teach themselves

Slide12

Visible Learning

Activity:

On your own, write down the influences that you think have impacted student achievement in your classroom. As a team, discuss and chart the influences that have impacted student achievement in your grade level.

Slide13

Barometer of Effectiveness

Greater than 0.4 = Zone of desired effects0.15 to 0.4 = Teacher effects

0 to 0.15 = Developmental effectsLess than 0 = Reverse effects

Slide14

Rank these 11 effects:

Acceleration FeedbackDirect Instruction

Small group learning Integrated curriculum programs

Homework

Individualized

instruction

Ability

grouping

Open vs. traditional classes

Retention (holding back a year)

Shifting schools

Slide15

Answer…

Acceleration 0.88

Feedback 0.73Direct Instruction 0.59

Small group learning 0.49

Integrated

curriculum programs 0.39

Homework 0.29

Individualized

instruction 0.23

Ability

grouping 0.12

Open

vs. traditional classes

0.01

Retention

(holding back a year) -0.16

Shifting

schools -0.34

Slide16

The Disasters

Shifting schools -0.34Retention -0.16

Television -0.14Summer vacation -.09

Slide17

The Well-

Belows

Distance education

0.09

Ability grouping 0.11

Slide18

Not Worth It

Extra-curricula programs 0.17Family structure

0.18Class size 0.21

Slide19

Close to Average

Ability grouping for gifted students 0.30Homework 0.31

Simulations 0.33

Slide20

Average

Enrichment of gifted 0.39Integrated curriculum programs 0.39Self

-concept on achievement 0.43Frequent/effects of testing 0.46Early intervention 0.47

Motivation

on learning 0.48

Slide21

Almost There

Small Group Learning 0.49Concept mapping 0.57Peer influences 0.53

Slide22

Pretty Close!

Parental involvement 0.55Peer tutoring 0.55

Goals – challenging 0.56Mastery learning 0.57Home

environment 0.57

Providing

worked examples 0.57

Slide23

Exciting

Direct instruction 0.59Time

on task 0.59Study skills 0.59

Acceleration of gifted 0.60

Slide24

The Winners

Self-reported grades 1.44Piagetian programs 1.28Providing

formative evaluation 0.90Acceleration 0.88Classroom behavioral 0.80

Comprehensive

interventions for learning disabled

students

0.77

Teacher

clarity 0.75

Reciprocal

teaching 0.74

Feedback

0.73

Teacher

-Student relationships 0.72

Slide25

Influences on Student Learning

With a partner discuss these nine factors that influence student achievement Place them in order of how great you think their positive

influence is (on average) Discuss why they might have this effect

(5 minutes)

Slide26

Influences on Student Learning

Expectations Mastery Learning

Homework Challenge of Goals

Feedback

Class

size

Ability

Grouping

Peer

Tutoring

Teacher

-Student Relationships

Slide27

Influences on Student Learning

Effect SizeFeedback 0.73Teacher

-Student Relationships 0.72Mastery Learning 0.58Challenge of Goals 0.56

Peer

Tutoring 0.55

Expectations

0.43

Homework

0.29

Class

size 0.21

Ability Grouping 0.12

Slide28

Effect Sizes for 8 Teacher-Student

Relationship Variables…

1. Non-directivity

0.74

2. Empathy

0.68

3. Warmth

0.68

4. Encouragement of higher order thinking

0.60

5. Encouraging learning

0.48

6. Adapting to Learning

0.41

7. Genuineness

0.29

8. Learner-centered beliefs 0.10

Slide29

Table

TalkGiven

these four strategies, for you, what is the most important point? Mastery Learning

Expectations

Setting

goals

Student

-teacher relationships

Slide30

When teachers

SEE learning through the eyes of the studentand

When students SEE themselves as their own teachers.

Visible Learning –Teaching

Learning


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