1. VISIBLE LEARNING
John Hattie

2. Inspirational examples…
Visible Learning
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 are active, passionate and engaging people participating in the act of learning
It is staff seeing learning through the eyes of their pupils
What’s Good?
What’s Inspirational?
Inspirational examples…

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

4. Inspirational examples…
Teachers & LSAs are the major players
Staff’s beliefs and commitments are the greatest influence on pupil achievement over which we have some control
Expert staff are proficient at creating an optimal classroom climate for learning
Expert staff influence surface and deep pupil outcomes
“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)
The key is what is going on in each pupil’s mind – because influencing these minds is the point of the lesson
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…

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

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

7. The flow of the lesson: LEARNING
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
Staff provide differentiation to ensure that learning is meaningfully & efficiently directed to all pupils gaining the Learning Aim of the lesson(s)
Staff are adaptive learning experts, who know where pupils are on the continuum
Staff have high levels of empathy & “see learning through the eyes of the learners”
Deliberate practice requires concentration, monitoring & providing of timely feedback
A lesson ends when teachers interpret the evidence of their impact on pupils

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

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