VISIBLE LEARNING VISIBLE LEARNING St Mary’s RC High School

VISIBLE LEARNING LESSON OBJECTIVES: An opportunity for staff: to reflect upon how pupils learn best to reflect upon how pupils learn best to share good teaching & learning practice to share good teaching & learning practice

WHAT IS VISIBLE LEARNING? WHAT IS VISIBLE LEARNING? ‘When teachers see learning through the eyes of the student, and when students see themselves as their own teachers’ SIMPLE AS THAT!!!!

VISIBLE LEARNING HOW DOES IT WORK?  John Hattie’s research has used effect sizes to show things that have the greatest impact on student learning.  Effect sizes 1.0 indicate an increase of one standard deviation on the outcome: in this instance the outcome is improving school achievement.  When implementing a new programme, an effect size of 1.0 would mean that, on average, students receiving that treatment would exceed 84% of students not receiving that treatment.

VISIBLE LEARNING WHAT ELSE??  95% + of what teachers do is positive. There is always evidence to show that something is effective. The key question to ask is – how effective?  An effect size of 0.40 is the average or typical effect size.  If we are putting significant time, resources and energy into things that have an effect size between 0 and 0.4, we should reconsider whether this is the best use of our time.  Education debate is often about structural things (like timetables, buildings) that do not have a significant impact on student learning.  The things that have the most significant impact are all about making learning visible and explicit to students.

VISIBLE LEARNING WHAT ELSE?  Teachers need to create a classroom environment where errors are seen as an important part of the learning process.  Setting targets and having high expectations of pupils is very important.

VISIBLE LEARNING WHAT DOES HATTIE REGARD AS NOT EFFECTIVE??? SOME HIGHLIGHTS! Matching learning styles=0.17 Matching learning styles=0.17 Gender-specific classes=0.12 Gender-specific classes=0.12 Setting!!!=0.12 Setting!!!=0.12 Moving schools continuously=-0.10 Moving schools continuously=-0.10

VISIBLE LEARNING WHAT DOES HATTIE REGARD AS NOT VERY EFFECTIVE??? SOME HIGHLIGHTS!  Testing=0.34  Homework!!!=0.29  Class size=0.21  Team teaching=0.19  Mentoring=0.15

VISIBLE LEARNING WHAT DOES HATTIE REGARD AS EFFECTIVE??? SOME HIGHLIGHTS!  Peer tutoring / teaching=0.55  Peer influence=0.53  Parental involvement=0.51  Quality of teaching=0.50  Effective Questioning= 0.48  Early interventions=0.47  Exposure to reading=0.41

VISIBLE LEARNING  WHAT DOES HATTIE REGARD AS VERY EFFECTIVE??? SOME HIGHLIGHTS!  Vocabulary programmes=0.67  Study skills=0.63  Teacher professional development =0.62  Problem solving teaching=0.62  Not labelling students =0.61  Direct / Clear instruction=0.60

VISIBLE LEARNING WHAT DOES HATTIE REGARD AS VERY EFFECTIVE??? THE TOP LOT!! UTOPIA! SOME HIGHLIGHTS!  Self reported grades / student expectations=1.44  Response to intervention=1.07  Teacher credibility=0.90  Formative evaluation=0.90  Classroom discussion=0.82  Feedback=0.75  Teacher/student relationships=0.72

VISIBLE LEARNING  “What makes a learner, a good learner?” Teachers should be learners alongside pupils Teachers should be learners alongside pupils Provide challenge Provide challenge Self-evaluating against success criteria Self-evaluating against success criteria Collaboration – pupils, parents & teachers Collaboration – pupils, parents & teachers Students understand their progress Students understand their progress

VISIBLE LEARNING  KEY INFLUENCES ON ACHIEVEMENT ???:  Is your school an inviting place to learn?  Class size – minimal effect of 0.4 (“the smaller the class the more the teacher talks”!!)  Reducing class size requires a change of approach to optimise any potential advantages  Focus on the impact of teaching

VISIBLE LEARNING MORE KEY INFLUENCES ON ACHIEVEMENT ??:  Gender- boys and girls do not learn differently! There are huge variations within gender  Classroom observations – focus on the pupils learning rather than the teacher teaching – most pupils are passive!!  Key question: “At the end of your lesson, could a pupil in your class teach another pupil?”  Homework: low effect “Why penalise a pupil twice if they do not understand something and do not have parental help?”

VISIBLE LEARNING FEEDBACK:  Effective feedback can double the speed of learning and have a profound effect on student achievement  The timing of feedback is critical  There needs to be a high degree of trust for effective feedback  Praise should not be confused with effective instructional feedback  When students are learning something new they need a lot of task feedback, as they become more proficient, process feedback, and when they have high levels of proficiency, more self-regulation feedback.

VISIBLE LEARNING  FEEDBACK:  Quality feedback is needed, not more feedback  Much of the feedback provided by the teacher to the student is not valued and not acted on  Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance  Spoken feedback is much more effective than written  The most powerful feedback is provided from the student to the teacher

VISIBLE LEARNING GROUP DISCUSSIONS NO RANTING & NO DIGRESSIONS!!  FEEDBACK  STUDENT – TEACHER RELATIONSHIPS