VISIBLE NQTS SESSION 2 NOV 2015 VISIBLE LEARNERS

VISIBLE NQTS SESSION 2 NOV 2015

VISIBLE LEARNERS What learners do. Learners can talk about • What an effective learner is • Where they are going, how they are going and where they will go next • How they are learning – the strategies they are using to learn • The meta-cognitive skills they use • Why this learning is important • Direct the pace and content of lessons • Refer to learner qualities when talking about their learning • Use the learner qualities to help the as they work • Seek challenge • Use a range of metacognitive skills and strategies when carrying out a task • Explain and talk about their learning to/ with others • Direct how they will learn

IN THIS SESSION WE WILL Share and reflect on school based learning Link learning to the previous session on planning Share practice Review key principles from the Visible Learning approach

SHARING PRACTICE

SCHOOL BASED LEARNING What did you learning about your class as Visible Learners? Surprised you? Confirmed your thinking? Puzzled you? What did you do as a result of this information? What will you do? What standard did you relate this to?

PLANNING LEARNING Curriculum areas and subjects Interdisciplinary learning Life and ethos of the school as a community Design principles Clarity Prior learning LEARNING Exp and Out Connected Approach used Opportunities for personal achievement

MAKING CONNECTIONS What key messages are emerging so far and how do these apply to you as a practitioner? Planning session with Nicola Sharing from Kerry at Hawthornden Reading (chapter 4 & 5)

SHARING PRACTICE

LINKING TO PRACTICE In groups, develop a checklist for effective planning.

KEY ELEMENTS OF PLANNING LEARNING Prior learning is built upon The learner is part of the planning process Intended learning and the criteria for success are clear, understood and evaluated Differentiation is vital Expectations are high How to plan the learning includes design principles, skills and strategies required to achieve success Self, peer, teacher dialogue and feedback Evaluation is of learning and teaching

BUILDING ON GOOD PLANNING (CH 5) Classroom climate Teacher talk v learner talk Questions more important than answers Think, talk, listen, do – teachers and learners Surface to deep learning Process rather than end product Peer learning Let go of labels! Use research to inform strategies Teachers as evaluators and activators

SCHOOL BASED LEARNING FOCUS ON THE START OF THE LESSON Working with your supporter use the wheel to establish; Where you are now (how do you know? ) It’s ok to have a ‘don’t know’ Complete the surveymonkey ( I will email the link) Choose one element to focus on How will you know if it’s having an impact? How will you measure/ record this? Revisit checklist and complete surveymonkey Be prepared to share this at the next session With your supporter reflect on which standards this relates to.