visible learning strategies

You can teach it. Wouldn’t that be awesome if students actually thought of these three things? Human learning has always started with seeing and trying. She creates an anchor chart during the modeling. It is important to monitor the progression of the students and identify when a student is finding a task too difficult, or no longer challenging. Create, edit and share any type of classroom activity with ease. The login page will open in a new tab. Professor John Hattie from the University of Melbourne believes there are eight important mind frames of a visible teacher: As visible teachers, we can create visible learning in our classrooms by: Clear learning intentions and challenging success criteria. This kind of learning gets a bad rap, but it’s a must. Check out this list of 18 quick and amazing mindfulness activities for the classroom. To the students, what we do matters! (Hattie, 2009, p. 168). Use checklists or rubrics, so students can visually evaluate their own learning during the work itself. What were the great parts of the essay?” Students think about it and talk for a moment. Not just at the end. Sharing learning intentions and success criteria 3. Using a range of learning strategies, knowing how the students are progressing and providing feedback. Concept mapping involves students in developing, “graphical representations or conceptual structure of the content to be learned”. Once a clear learning intention is understood, it is important to create a challenging success criteria with the students. Make your classroom buzz! You can think of visible learning in three areas of your teaching: student reflection, the task, and the process. Please log in again. You plan instruction, write objectives on the board, deliver great instruction, and assess learning frequently. What steps do I take?”. Students are constantly gauging themselves against their own expectations. Here are three ways to scaffold and develop surface learning: 1. … displaying clear learning intentions and goals, jointly constructing challenging success criteria, knowing when students are not progressing and assisting them, providing immediate and relevant feedback. Explore Full List. How can you make it just one step better?”. This helps your students to visualize what the learning looks like. That’s a great point…and I think Hattie is right about this revision. Here are important metacognitive strategies to make learning visible: Questions are great for scaffolding learning. And understanding is not the same as doing (i.e. In order for an intervention to be notable, its gains need to exceed the progress that students would normally make over … Model. Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. At this point, you should intervene and change the task to meet the needs of the student. Visible learning depends greatly on the attitude and actions of the teacher. She is making the learning visible and helping them learn how to monitor their own learning. Teach with comprehensive, curriculum aligned units and lessons. Make learning expectations visible before and during the learning. His 2009 research synthesis show the best strategies were metacognitive strategies (here’s a post on metacognitive strategies), self-reported grades, and formative evaluation. Subscribe to Teach Starter and access thousands of curriculum-aligned resources and digital learning tools. In the next post, we’ll look at 15 visible learning strategies to use in any classroom. Whether you're new to the Elf on the Shelf Christmas tradition or have plenty of experience, take a look at our fun ideas for your classroom elf! According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. There are so many ways to make learning visible during reflection. A 35 slide editable PowerPoint template of learning goals for Year 6 English, aligned to the Australian Curriculum. Making Learning Visible: Children as Individual and Group Learners Project Zero and Reggio Children (2001) This book reports on a collaboration between Project Zero and the Municipal Preschools and Infant-toddler Centers of Reggio Emilia, Italy, on the nature of learning in groups and how to understand, support, document, and assess individual and group learning. Help Students Understand the Task. Metacognitive Strategies to Make Visible Learning a Reality. That certainly is the theme throughout Hattie’s discussion of student visible learning. A set of posters to plan your learning intention and success criteria with your class and display it in your room. Visible learning is not just about what, it's also about how they are learning. Hattie explains that if he could write his book Visible Learning for Teachers again, he would re-name this learning strategy “Student Expectations” to express more clearly that this strategy involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations. Take a moment to teach the vocabulary about a task. They also can shape student thinking. It’s powerful for learning. Tell your students, “This is what great students do during instruction and during classwork.”, Then model what it is by thinking aloud, “What did the teacher say to do? John Hattie reported the learning approaches with the largest impact on student learning. What did my teacher say? In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. In a 2008 meta-study, John Hattie popularized the concept of visible learning.. Hattie compared the effect size of many aspects that influence learning outcomes in schools and points out that in education most things work. In one particular Foundation classroom, students were able to give themselves personal feedback by comparing their own writing to the work samples displayed in the classroom. Ask them to reflect on what they know. Two or more teachers. Visible Learning is the result of 15 years’ research and synthesises over 800 meta-analyses (over 50,000 studies) relating to the influences on achievement in school-aged students. Often they just say, “Nothing” or “We read a book.” Visible learning changes that. to build trust and rapport so that students will ask for help and take risks with their learning. It is about asking questions, doing it again, and thinking about it again. Surface learning is critical because it provides a foundation on which to build as students are asked to think more deeply." Give them feedback on their reflection. Are you looking for some fun games to play during remote learning? What to do When a Student Refuses to Work, […] Visible learning is not just about what, it's also about how they are learning. A set of 2 posters to use in a visible learning classroom. What facts and information do you know that will help you. Accept Feedback should always be positive and rapid. The teacher needs to be transparent, active, passionate and engaging in their own teaching and learning with the students. What does Student Visible Learning Look Like in the Classroom? Their scores should improve compared to when they scored it with a highlighter. Visible learning is all about children taking ownership for their learning. That was a big key: their own expectations will be higher for what they can do and learn. Yes, please! Seeking out feedback on learning Strategies for teacher educators 1. What do you think will be hard for you here? The display was initially jointly constructed with the teacher and the students. They are excellent learning strategies – not just for testing! Visible Learning presents research involving many millions of students and represents the largest ever collection of evidence-based research into what actually works in schools to improve learning. How well am I learning this? to continually evaluate their own performance, to reflect upon how their actions may effect outcomes for students, to see themselves as a ‘change agent’; changing and enhancing the learning of their students, to regularly seek feedback about themselves and their teaching, to use student assessments as a tool for learning about their own teaching, to constantly challenge the students and limit the use of the phrase ‘do your best’, to talk less and create a dialogue with the students, ensuring they make up 80% of classroom talk. Students are asked to think, “Before I teach you anything, what do you think you could complete on your own?” Then the teacher shows the students an example of the poster. What state of matter is shown here?” This makes a visible learning link from the instruction to the task. He updated this list in 2015, so we could better understand those terms. What did I write in my notes?