VISIBLE LEARNING John Hattie Visible Learning 1 2

VISIBLE LEARNING John Hattie

Visible Learning 1. 2. 3. 4. 5. Learning is the explicit and transparent goal It is appropriately challenging There is deliberate practice aimed at attaining mastery There is feedback given and sought There active, passionate and engaging people participating in the act of learning 6. It is staff seeing learning through the eyes of their pupils What’s Good? What’s Inspirational? Inspirational examples…

Powerful, passionate, accomplished staff are those who: 1. Focus on pupils’ cognitive engagement 2. Develop thinking, reasoning and problem-solving 3. Monitor how pupils gain fluency and understanding of new knowledge 4. Provide feedback in an appropriate and timely manner 5. Have deep understanding about how we learn 6. Focus on seeing learning through the eyes of the pupils What’s Good? What’s Inspirational? Inspirational examples…

Teachers & LSAs are the major players 1. Staff’s beliefs and commitments are the greatest influence on pupil achievement over which we have some control 2. Expert staff are proficient at creating an optimal classroom climate for learning 3. Expert staff influence surface and deep pupil outcomes 4. “To be passionate about teaching is not only to express enthusiasm but also to enact it in a principled, values-led, intelligent way. ” (Day 2004) 5. The key is what is going on in each pupil’s mind – because influencing these minds is the point of the lesson 6. Important for teachers to critique each other, plan together, evaluate together and find many other ways in which to work together What’s Good? What’s Inspirational? Inspirational examples…

Preparing the lessons 1. Any lesson planning must begin with a deep understanding of what each pupil already knows, understands and can do 2. Learning is collaborative and requires dialogue, and this requires teachers to be attentive to all aspects of peer-to-peer construction and mediation 3. The Learning Aims of any lesson need to be a combination of surface, deep and conceptual 4. The major role is to get pupils engaged in and enjoying the challenge of learning. It is the challenge that keeps us investing in pursuing goals, and committed to achieving goals 5. Staff and pupils must be able to see a pathway to attaining the challenging Learning Aim 6. Educating pupils to have high, challenging, appropriate self-expectations is among the most powerful influences on enhancing pupil achievement 7. The fundamental purpose of schools is to ensure all pupils learn, not merely that all pupils are taught 8. Coaching involves empowering people by facilitating self-directed learning, personal growth and improved performance

Starting the lesson 1. A positive, caring, respectful classroom climate is a prior condition to learning 2. The most important task for staff is listening. Listening needs dialogue (not monologue) and allows for sharing genuine depth of thinking & processing 3. A balance needed between surface knowledge & deeper processes to develop conceptual understanding 4. Staff need to stop over-emphasising ability & start to emphasise increased effort & progress 5. When pupils do not learn, they do not need ‘more’; they need ‘different’ 6. Get pupils to actively seek evidence of their learning gains, evaluate their progress & more responsible for their own learning 7. Staff see their fundamental role as evaluators and activators of learning

The flow of the lesson: LEARNING 1. Learning starts with the staff & pupils knowing the desired outcome & the purpose of the lesson(s) is to reduce the gap between pupils’ starting points & the Success Criteria 2. Staff provide differentiation to ensure that learning is meaningfully & efficiently directed to all pupils gaining the Learning Aim of the lesson(s) 3. Staff are adaptive learning experts, who know where pupils are on the continuum 4. Staff have high levels of empathy & “see learning through the eyes of the learners” 5. Deliberate practice requires concentration, monitoring & providing of timely feedback 6. A lesson ends when teachers interpret the evidence of their impact on pupils

9 essentials for improved outcomes 1. High expectations for all 2. Strong personal connections 3. Greater pupil engagement & motivation 4. Rich & engaging curriculum 5. Effective teaching in all classrooms daily 6. Effective use of feedback & data to improve learning 7. Early support for individuals / groups 8. Strong positive parent / school relationships 9. Effective engagement with community

Staff Mindframes: 1. Believe that their fundamental task is to evaluate the effect of their teaching on pupils’ learning & achievement 2. Believe that success and failure in pupils’ learning is about what they do…They are change agents! 3. Want to talk more about learning than teaching 4. See assessment as feedback about their impact 5. Engage in dialogue not monologue 6. Enjoy the challenge 7. Believe it is their role to develop positive relationships in classrooms & staffrooms 8. Inform all about the language of learning