Visible Learning Plus:

Visible Learning Plus: Visible Learning Plus: - Start

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Visible Learning Plus:




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Presentations text content in Visible Learning Plus:

Slide1

Visible Learning Plus: Clarity and Confidence

Slide2

Learning intention:

By the end of today’s session, you will have:

Re-visited the key concepts of Hattie’s Visible Learning Plus model:

Teachers

are agents of change

The key inputs to learning are skill,

will

and

thrill

Knowing your learners and knowing

your impact

are core elements

of teaching

Slide3

Success criteria:

By the end of today, you will:

Know that the three key inputs that drive learning combine

cognitive

(skill, knowledge, content) and

affective

(emotional) elements

Know that these inputs are called

skill, will, thrill

Reflect on how you as a teacher

influence

these elements

Identify what specific actions you can take this year to further develop the

skill

,

will

and

thrill

in your classroom, in order to make learning more visible

Know what tools are available at a school system level to support you.

Slide4

Long term vision:

Our

vision

is that teachers and students at St Andrew’s College will have a

shared understanding

of

how learning happens

in the classroom and use this to develop

more effective learners

.

 

Slide5

Surface knowledge

Deep learning

Transferral of learning

The plan for 2017 and beyond:

Make the practice of

sharing learning intentions

and

success criteria

visible in all classes.

Unpack how we as teachers can work to develop the

skill

,

will

and

thrill

for our learners.

Unpack the science of

how we learn

by exploring the three key phases of learning:

Slide6

Understand how

specific strategies

work at each phase of learning

.

Use

specific strategies to develop students’ learning dispositions,

their

will

.

Understand

how SOLO can be used to make progress visible for

teachers

and learners

.

Develop

each student’s capacity to answer the following

questions

with each of our classes:

Where am I going?

(

learning intentions / goals / success criteria

)

How am I going?

(

self-assessment / self-evaluation

)

Where to next?

(

progression / new goals

)

Slide7

Teachers are agents of change: What you do makes a differenceWatch Hattie speak about teachers as change agents here. Jot down any notes in the space provided on page 2 Discuss your thoughts with a partner

Slide8

Have high expectations and communicate these to students:

all are capable of

learning

Be passionate and promote the language of

learning

Know your students and set appropriate challenges based on where each student is at and where they need to go to next (feedback and feed forward

)

Welcome error as an opportunity to learn. An appropriate level of challenge is important for quality learning to take

place

Slide9

Expect at least a year’s progress for a year’s input for every student

Watch Hattie speak about why all students deserve a year’s worth of progress for a year’s schooling here. Jot down any notes in the space provided (page 2)Discuss your thoughts with a partner

Slide10

will

thrill

skill

Cognitive:

Prior knowledge

and achievement:

Ascertain this and teach them accordingly

Affective / emotional:Learning dispositions / self-efficacy

Affective / emotional:

Enjoying

challenge and motivation for

learning

Slide11

Activity one:

To what extent am I already developing the skill, will and thrill in my classroom?

At the Teacher Only day in December of last year, you completed a self-reflection on the extent to which you are developing the

skill

,

will

and

thrill

in your classroom.

Re-visit this now by (a handout has been provided) writing down specific details about how you achieve these. In other words, what specific actions do you take to deliberately develop these three inputs to learning?

Share this with a partner once you have finished, then team up with another pair and discuss.

Share two ideas with the whole staff once you have finished.

 

Slide12

Know your learners to know your impactInstil confidence in your students by building their trust. Do this by being credible and creating a safe environment focused on learning.Learn about your students, what their prior knowledge and skills are, and use this to plan critically.

Ask:

Where will concentrating my energies make the most difference (or have the most impact) on my learners?

 

Slide13

Have clarity about what learning and success looks like in your subject, with each class, and with each student.Use learning intentions and success criteria to make learning visible.Watch Hattie speak about learning intentions and success criteria here. Jot down any thoughts in the space provided (page 4)Discuss with your partner

Slide14

Work to

build student confidence

and

skill

by moving from

surface

knowledge and skills, to

deeper

knowledge and skills, and finally to a

transferral

of knowledge and skills into new contexts

.

Aim to develop an

increasing level of independence

for each student

.

Evaluate

your

impact:

Use feedback (informal and formal) from

students’

to

work

out what’s working and what’s not. Adjust your planning and teaching accordingly.

Slide15

How can you as a teacher ‘know your student

’?

Discuss and Record

what tools are available to support you with knowing your students in the space

provided at the bottom of page 4

Slide16

Clarity and

Confidence as a teacher

Passion about making a difference

Growth

mindset

(

all students are capable of learning

)

Knowing your students

Knowing where they need to go with their learning

Knowing

what strategies will be the most useful to help them best get there

Clarity and confidence as a learner

T

o make mistakes and learn from them

T

hat you as a teacher are working with them to ensure one year’s input equals at least one year’s progress

About:

Where am I going?

(

learning intentions / goals / success criteria

)

How am I going?

(

self-assessment / self-evaluation

)

Where to next?

(

progression / new goals

)


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