VISIBLE LEARNINGWHEN TEACHERS SEE LEARNING THROUGH THE EYES OF THE STUDENT AND STUDENTS SEE THEMSELVES AS THEIR OWN TEACHERS.OUR CORE BUSINESS IS “TEACHING AND LEARNING”

ATTRIBUTES OF A GOOD VISIBLE LEARNER• can be their own teacher

• can articulate what they are learning and why

• can talk about how they are learning and the strategies they are using

• can articulate their next learning steps

• can use self regulation strategies

• is assessment capable….can use the assessment, know what the results mean,can self assess

• seeks challenge

• can set mastery goals

• asks questions

• see errors as opportunities and is comfortable saying that they dont know and or need help.

• positively supports their peer’s learning

• knows what to do when they dont know what to do

• actively seeks feedback

• can talk about meta cognition

IN ORDINARY TERMS

• they will be determined, thinking, reflective, full of wonder, questioning, connect and be self aware.

• If you made school optional would they come?

• If the answer is NO, they are not ready for this .

• Children do not need to come to school to learn but they do need to come to school to learn how to ask the right questions, and have negative influences counter-acted.

• Are they open to criticism and feedback?

• Do they want to be responsible for their own learning?

• Do they choose the learning tools and the working space ?

• Do they learn from each other ?

• DO they want to succeed?

• DO they resist the need to blame someone or something else for their mistakes ?

ARE YOU READY FOR VISIBLE LEARNING• Do you believe that your task is to evaluate the effect of your teaching on

student’s learning and achievement ? Can your decision to use a particular strategy or practice or resource be checked for effectiveness?DO you look at evidence of success?

• Do you believe you are a change agent, that alls students can be challenged, encourage help seeking behaviors, teach multiple learning strategies, develop assessment capable students, develop peer interactions, use critique, error and feedback, develop students as teachers, don't blame the kids, realize that home negatives can be counteracted, students are not labeled and there are no low expectations , even for kids with disabilities.

• DO you want to talk more about the learning than the teaching?

• Do you see feedback as useful in determining your impact in the classroom?

• Do you engage in dialogue not monologue? This means having class conversations which will help the struggling, the disengaged, the confused, and is powerful for bright students.IT is not the amount of talk that is important but the particular type of talk….feedback based on their needs.

• DO you enjoy the challenge and never retreat to saying”I am doing their best”

• Do you develop positive relationships in the classroom and the faculty room?Is the climate fair, empathetic and trustworthy? Do the students welcome error, does the school body welcome error?

• Do you help with the language of learning?

• DO you see learning as hard work?

• Do you collaborate willingly?

BEST PRACTICES:

• 1. Student Expectations or self-efficacy

• 2.Classroom Discussion

• 3. feedback

• 4. Study Skills

• 5. Reading recovery

• 6. Cooperative learning

• all of these are 0.40 or better.( 1 yrs growth or more in 1 yrs time)

HOW TO SHOW VISIBLE PROGRESS.

• Displays of progress along a route to success.

• Make the display age-appropriate, such as a mountain ascent for upper grades or honeycomb for lower grades

WHEN YOU KNOW STUDENTS DO NOT HAVE SELF-EFFICACY

• They say:

• I won’t, I can’t, I dont know how, I wish I could, I want to, I might, I think I can, I can, I am, I did.Each of these descriptors decide the percentage given from 0% to 100%.

HOW DO WE GET STUDENTS TO THIS POINT?

• Let them know that a “learning pit” is around and they might fall into it. Thats OK. Just get yourself out of the pit using strategies you have learned

• We need to give students learning strategies to use when they are developmentally about ready to use them

• We need to help them uncover misconceptions and misunderstandings and then have them fix them.

• Success criteria need to be co-authored

• Use learning targets that state what they are learning NOT what they are doing, why they are learning it, how they will learn it (SC) and how will they know they have learned it (POU)

• Students should be able to answer these questions: what am I learning? how will I know when I have learned it?, What are my learning goals?,What feedback have you had?, What I do when I get stuck ?What I do when i get something wrong or I dont understand something ?

• When we invest time up front to build the vision of what students are learning, we gain it back later with increased motivation and higher quality work

• Get students to think of their work in terms of a set of goals

• Have high expectations of completed work but give models of what is a poor, middle and high standard of work for students to discuss.

• TO get the most out of students teachers activate learning, they no longer facilitate learning.

• Have good classroom management(0.64) which includes having work for early finishers.

• Give good explanations for the learning target, ie target as well as relevance(0.7)

• Always check for understanding (SC, modeling, examples of good work)

• Make sure they have guided practice with constant informal feedback and other formative feedback(0.46)

• Have good assessments (0.64)

• Do you have good relationships, do you provide feedback, do you seek feedback about your own teaching, do you engage in dialogue with your students, is it Ok to make mistakes in your classroom?, are you clear about learning progressions?, do you provide challenge?, do you have high expectations? do you manage the classroom so learning is the key focus, not behavior?, do you use a wide range of instructional strategies?,

TEACHER CLARITY MEANS SETTING GOOD LEARNING TARGETS AND SUCCESS CRITERIA

• Identify learning goals from the core

• Decide on the wording “We are learning to…..”Post the target, share the target, discuss the target and why it is important.

• Open concept targets would allow students to have more choice and a voice in their learning.

• Example: LT is “Present a point of view in a persuasive way” Task: “Give a speech for or against smoking”. SC could be to present your point of view, give 3 good reasons with evidence, give a concluding sentence.

• Example: LT is “Write a narrative”. Task” Write a ghost story” SC” set the scene, build up suspense, use spooky adjectives, powerful verbs, end with a cliff hanger”

• identify and co construct success criteria with students as the lesson instruction goes ahead.. The Sc should be concrete, measurable, friendly language and co -created.

• GIve examples of good and not so good success

• have students practice applying criteria to anonymous work

• Use peer, self assessment and teacher feedback

• determined

• self aware

• questioning

• reflect

• connect

• think

• wonder