The article entitled 'The Story Behind the Numbers' (De Witt, 2014) enables the reader to go deeper and analyse the ways in which we use data as teachers to inform practice. It is not merely the use of data assess where we have come out in terms of National or State levels (such as NAPLAN) but more importantly and relevant to Visible Learning, to inform teachers of the level of impact they are having on student achievement. The article enlightens what we know to be the 'Effect Size', suggesting that 95% of what we do as teachers is working but suggestions are made as to the degree of influence. The article reflects well what we as teachers do on a daily basis but consideration of aspects that teachers are unable to do on a daily basis are briefly addressed. It is this notion of 'Visible' that deems to be the centre and pivotal point for Visible Learning. Making teaching and learning visible not only for teachers but most importantly for students.
It is imperative that Visible Learning be seen to be a resource and training component to teacher development and not merely the sole answer to improve student results. Similarly the article highlights the importance of students having a 'voice'. This notion of the student voice encouraged me to think about a few questions regarding my own teaching practice: 1. Do I enable enough time in the classroom for students to have a voice? 2. Can my students accurately identify with where their learning is at? 3. What does success look like in the eyes of my students?
These questions will know drive my collection of data from my students, which will inform my teaching practice. I feel this is an element of what Hattie's work is all about. Interesting read.
Looking forward to hearing other's views and opinions on the article.
Hattie’s research is exciting as it asks questions that may not have ever been asked. Hattie found that everything that teachers do in the classroom does not necessarily work. This finding makes me question my own teaching and whether I have already found comfort zones in particular areas of my teaching. The influences on students learning, and the effect sizes associated with each was surprising. Results for some of the influences was unexpected, including that of ‘Teacher subject matter knowledge’.
As a beginning teacher I find Hattie’s research of utmost importance. I am at the stage where I can use Hattie’s work to shape my teaching in a way that greatly benefits students. By making learning visible, I will be able to identify student’s growth throughout the year and make adjustments accordingly. It is correct in saying that students are the center of what we do, so it is our job to give them the best opportunities.
Visible learning makes the opaque transparent. As teachers we must facilitate learning, encouraging student centred practices to create lifelong learners. This means finding out what students know and what they don't and working together to scaffold them to be 'part of the learning process'. To me, this idea seems to be so obvious, yet it has eluded us as teachers. In the past the teacher would stand and lecture and students may or may not absorb this knowledge. Now we are moving towards a model of teaching and learning that allows more. Students become stake holders in their own learning. By giving them the confidence to seek answers empowers them to be 21st century learners. A big part of this is making the learning outcomes clear. It should be about success, students know what is expected of them so that there are no surprises. Support is key in this environment. Teachers should guide their students through the learning process so that they can succeed. The way to do this is ‘to collect evidence on student learning’. Maximizing learning is at the crux of this model. Make mistakes, learn from them, discover potential and create a cycle where teachers become students and students become learners.
This article was an interesting one to read as I was prompted to reflect on my teaching and think about how I can ensure that I spend more time as a facilitator in a quality teaching environment and less time as a speaker in front of a class.
Explicitly setting Learning Intentions and Success Criteria for students will assist in guiding students and ensuring they know where they are going, how they are going to get there and what comes next.
Witnessing the results from embedding Visible Learning in my teaching pedagogy is something that I am excited about.
The article entitled 'The Story Behind the Numbers' (De Witt, 2014) enables the reader to go deeper and analyse the ways in which we use data as teachers to inform practice. It is not merely the use of data assess where we have come out in terms of National or State levels (such as NAPLAN) but more importantly and relevant to Visible Learning, to inform teachers of the level of impact they are having on student achievement. The article enlightens what we know to be the 'Effect Size', suggesting that 95% of what we do as teachers is working but suggestions are made as to the degree of influence. The article reflects well what we as teachers do on a daily basis but consideration of aspects that teachers are unable to do on a daily basis are briefly addressed. It is this notion of 'Visible' that deems to be the centre and pivotal point for Visible Learning. Making teaching and learning visible not only for teachers but most importantly for students.
ReplyDeleteIt is imperative that Visible Learning be seen to be a resource and training component to teacher development and not merely the sole answer to improve student results. Similarly the article highlights the importance of students having a 'voice'. This notion of the student voice encouraged me to think about a few questions regarding my own teaching practice:
1. Do I enable enough time in the classroom for students to have a voice?
2. Can my students accurately identify with where their learning is at?
3. What does success look like in the eyes of my students?
These questions will know drive my collection of data from my students, which will inform my teaching practice. I feel this is an element of what Hattie's work is all about. Interesting read.
Looking forward to hearing other's views and opinions on the article.
Hattie’s research is exciting as it asks questions that may not have ever been asked. Hattie found that everything that teachers do in the classroom does not necessarily work. This finding makes me question my own teaching and whether I have already found comfort zones in particular areas of my teaching. The influences on students learning, and the effect sizes associated with each was surprising. Results for some of the influences was unexpected, including that of ‘Teacher subject matter knowledge’.
ReplyDeleteAs a beginning teacher I find Hattie’s research of utmost importance. I am at the stage where I can use Hattie’s work to shape my teaching in a way that greatly benefits students. By making learning visible, I will be able to identify student’s growth throughout the year and make adjustments accordingly. It is correct in saying that students are the center of what we do, so it is our job to give them the best opportunities.
Visible learning makes the opaque transparent. As teachers we must facilitate learning, encouraging student centred practices to create lifelong learners. This means finding out what students know and what they don't and working together to scaffold them to be 'part of the learning process'. To me, this idea seems to be so obvious, yet it has eluded us as teachers. In the past the teacher would stand and lecture and students may or may not absorb this knowledge. Now we are moving towards a model of teaching and learning that allows more. Students become stake holders in their own learning. By giving them the confidence to seek answers empowers them to be 21st century learners.
ReplyDeleteA big part of this is making the learning outcomes clear. It should be about success, students know what is expected of them so that there are no surprises. Support is key in this environment. Teachers should guide their students through the learning process so that they can succeed. The way to do this is ‘to collect evidence on student learning’.
Maximizing learning is at the crux of this model. Make mistakes, learn from them, discover potential and create a cycle where teachers become students and students become learners.
This article was an interesting one to read as I was prompted to reflect on my teaching and think about how I can ensure that I spend more time as a facilitator in a quality teaching environment and less time as a speaker in front of a class.
ReplyDeleteExplicitly setting Learning Intentions and Success Criteria for students will assist in guiding students and ensuring they know where they are going, how they are going to get there and what comes next.
Witnessing the results from embedding Visible Learning in my teaching pedagogy is something that I am excited about.