InService Day 2 Friday 16 August 2019 Visible

In-Service Day 2 Friday 16 August 2019 Visible Learning

• • Visible Learning – Journey so far! This time last year we welcomed Judy Pitt from our education partner Osiris Education to start us off on our journey to become a visible learning school. Since that time, the visible impact coaches have met with Judy on a number of other occasions to further develop their knowledge & skills. The impact coaches are Raymond Bell, David Stevenson, Graham Baird, Rachael Moran, Sarah Girasoli, Claire Mc. Nichol, Margaret Anne Johnstone, Margaret Pollock. The impact coaches have worked in teams looking at each of the four visible learning strands and have been able to try out some of the approaches and activities with their own classes.

• Our aim today is to share the work of the visible impact coaches and to showcase some of the activities and materials they have worked with or created to encourage active learning, promote challenge and engagement, develop digital literacy and engage higher order thinking skills in our young people. • You will also be provided with a St Luke’s Visible Learning Toolbox to allow you to try out some of the activities or materials you will see today with your own classes. We hope to gather feedback from you all in due course, to tell us about your experiences in using any of the ideas you see today. • Build a portfolio of shared resources and examples of excellent practice to ultimately enable us to continue our focus on improving learning and teaching and ensuring excellent experiences for young people, building their skills to be Visible Learners and assessment capable learners.

Visible Learning • • The visible learner Know thy impact Inspired and passionate teachers Feedback

Visible Learning ‘The Visible Learner’

The Visible Learner 1. Where am I going? 2. How am I doing? 3. Where to next?

The Visible Learner- Student Survey • Random sample of classes asked to complete a questionnaire • Positive results • 88% Strongly Agree and Agree that it is okay for them to make mistakes • 79% Strongly Agree and Agree that they know where they are going in their learning • Areas to work on • 36% Strongly Agree and Agree that the best learners get the highest marks

The Visible Learner- Video Diary • • 20 learners chosen at random across all year groups Asked one question- “What does a good learner look like in St Luke’s? ” Their answers were filmed Variety of results • Compliance based answers “wears their uniform” • Visible learning based answers • “always does their best” • “embraces challenge”

Learner Dispositions

Learner Dispositions for St Luke’s Cluster • Creativity • Independence • Resilience • Bravery • Curiosity

What can you do in the classroom ?

WAGOLL (What a Good one Looks Like)

Mistake of the week

1. Where am I going? 2. How am I doing? 3. Where to next?

Know thy Impact David Stevenson and Raymond Bell 1. Pupil Voice 2. Lesson Study

Pupil Voice We filmed 5 focus groups of randomly selected pupils across S 2 -S 6. We did not film S 1 s as it was September and only a few weeks into term. We asked pupils: • How do they know when they’re making progress? • In which subject areas do you feel you made the greatest progress and why do you feel that way? When we use pupil voice to evaluate our teaching, we can become sensitive about the results and take it personally when a pupil has not understood. When we focus pupil voice on learning only, a pupil who has not understood is one telling us what we have to do next and not what we have just done. It seems simple but focusing on learning allows us to hear the pupil asking for help.

Lesson Study and your faculty • In session 2019 -20 our faculties will be asked to have a pair(s) or a trio(s) of staff completing lesson study across the session as part of the professional enquiry. • The faculty of Language & Communication will be working with primary colleagues to introduce lesson study as we move towards P 7 -S 1 transition.

First Lesson Study Cycle Joint planning of first research lesson. Teach/observe first research lesson Interview pupils Initial meeting to determine what it is that you want to improve. Post Research lesson one discussion and initial plans for research lesson two. Second Lesson Study Cycle Joint planning for second research lesson. Teach/observe research lesson two Interview pupils. Post research lesson two discussion and initial plans for research lesson three. Third Lesson Study Cycle Joint planning for third research lesson. Teach/observe research lesson three. Interview pupils Post research lesson three discussion and agree overall findings. Write up/present what you have discovered. Conduct a public research lesson.

Visible Learning - Feedback Graham Baird, Margaret Pollock, Rachael Moran

Common Mistake We must not confuse marking with feedback Feedback is information about the task that fills the gap between what is understood and what is aimed to be understood

4 types of feedback • • Task Process Self-Regulation Praise

Visible Learning Impact coaches • Observations • Findings • . . Feedback Graham, Rachel and MargaretObservation Comments. xlsx

Pupils have the best chance of understanding the feedback they get when it is targeted at their instructional level.

Assessment Capable Learners

Inspired and Passionate Teachers All young people experience high quality and consistent learning and teaching in every classroom Sarah Girasoli Karen Hunter Margaret Pollock

Pupil surveys • 60 pupils across BGE and Senior Phase • Pupils completed the survey with one specific teacher in mind • Questions included- Does the teacher make you feel welcome? Are you involved in your learning? Are the lessons well organised and prepared? Focus groups • 6 groups of pupils across BGE and Senior Phase • 5 questions were discussed • Questions included- What teaching strategies are used? What happens if you make a mistake?

Strengths School and staff have high expectations A range of teaching strategies are used which pupils enjoy Areas for development Consistency in learning and teaching Staff to use mistakes as a tool to shape and form a lesson There is a climate of trust in the Effective ways of involving classroom and effective teacher parents/carers in their child’s -student relationships learning.

St Luke’s Visible Learning Lesson Meet and Greet Lesson Starter Share Learning Intentions + Success Criteria Main Learning activity Revisit Learning Intentions + Success Criteria Plenary End and Send

What's to come in session 2019 -2020 • Launch of St Luke’s visible learning lesson • Teach meets • In-service day 3 October – Focus on Feedback – OSIRIS • Increased opportunities to gather Pupil Voice in class and in faculty • Further development of Learner Dispositions • Learning Walks linked to Visible Learning Themes • Opportunities to share good practice, evaluate and add to Toolbox

Visible Learning Fayre - Distribution of Visible Learning Toolkits – #Free Stuff!!!!!!! • The Visible Learning Fayre will provide an opportunity to find out more about the various resources that will be available in the Visible Learning Toolkits. Many of the resources will be on display and visible learning impact coaches will be on hand to discuss some of the work they have undertaken and provide more detail around how they have used the resources in their classrooms. • Location – Conference room • Activity – carousel activity around each of the Visible Learning stations please try to keep to approximately 10 people in each station. • 5 minute intervals • Collect visible learning toolkit!