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
OVERVIEW OF THE VISIBLE LEARNER
Visible Learner Teacher clarity Language of learning Feedback Making progress visible Learner qualities
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
SCHOOL BASED LEARNING What did you learn 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?
SHARING PRACTICE
MAKING CONNECTIONS Visible Learner Structure of the curriculum Sharing practice
MAKING CONNECTIONS Think about what you heard from Nicola about the structure of the curriculum, what you know about the Visible Learner and what you’ve heard today. What key messages and connections are emerging so far ? Examples from your own practice or practice of your colleagues
LINKING TO PRACTICE What elements do you feel you are strongest at? What elements do you find most challenging? Gallery walk. . . Pinch ideas!
KEY ELEMENTS OF PLANNING LEARNING Prior learning is built upon The learner is involved in all steps of the learning process Intended learning and the criteria for success are clear, understood and evaluated Differentiation-meeting student needs Expectations are high How to plan the learning. What skills and strategies do they need to achieve success Self, peer, teacher feedback Evaluation is of learning and teaching HOW DO YOU KNOW?
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.
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