A summary outlining Hattie's belief of what visible learning is and looks like in the classroom for both the teacher and the student.
- Visible Teaching and Learning occurs when learning is the explicit
and transparent goal, when it is appropriately challenging and when the teacher
and the student both seek to ascertain whether and to what degree the
challenging goal is attained.
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Visible Teaching and Learning occurs when there is deliberate
practice aimed at attaining mastery of the goal, when feedback is given and
sought, and when there are active, passionate and engaging people (teacher,
student, peer) participating in the act of learning.
- Visible teaching and learning occurs when the teacher views learning through the eyes of the student, and the student observes teaching through the eyes of the teacher, which is the key to
ongoing learning.
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Students who are their own teachers exhibit self-regulatory attributes
that seem more desirable for learners (self-monitoring, self-evaluation,
self-assessment, self-teaching).
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- Teachers should think of themselves as evaluators of their effect on
students.
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Teachers use evidence based methods to inform, change and
sustain these evaluation beliefs about their effects.
- Teachers must look at what each effect has on each student and think about
how resource (peers) can be used to move students from what
they can do now to where the teacher considers they should be, and how to do
this in the most efficient and effective manner.
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Teachers must adapt their mind frame.
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The act of teaching requires deliberate interventions to ensure that
there is cognitive change in the student; thus the key ingredients are being
aware of the learning intentions, knowing when a student is successful in
attaining those intentions, having sufficient understanding of the student’s
prior understanding as he or she comes to task, and knowing enough about the
content to provide meaningful and challenging experiences so that there is some
sort of progressive development.
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Teachers must know a range of learning strategies to supply the
student when they seem not to understand.
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Teachers need to be able to direct and redirect in terms of content
and maximise feedback.
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Learning intentions and success criteria must be shared with and
understood by the learner. Therefore the learner can than experiment (right or wrong) with the
content and the thinking about the content, making connections across the
ideas.
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Teachers need to share their teaching strategies with the students
and their colleagues.
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Passion reflects the thrill as well as frustrations of learning.
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The greater the challenge the higher the probability that one seeks
and needs feedback, but the more important it is that there is a teacher to
provide feedback and to ensure that the learner is on the right path to
successfully meet the challenges.
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The excellent teacher must be vigilant to what is working and what
is not working in the classroom.
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Visible Teaching and Learning requires the teacher and student
understanding the skills and having the knowledge (first by teacher, than
student).
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Teacher must know when learning is occurring and when it is not,
when to experiment and when to learn from the experience, learn to monitor,
seek and give feedback, and learn when to provide alternative learning
strategies when other strategies are not working.
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What is most important is that teaching is visible to the student,
and that the learning is visible to the teacher.
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The more the student becomes the teacher and the more the teacher
becomes the learner, then the more successful are the outcomes.
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80% of class should be student talking and learning not teacher
talking.
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Overlearning can assist in developing fluency in learning. Over learning is what happens when we reach a stage of knowing what
to do without thinking about it; its critical feature is that it reduces the
load on our thinking and cognition, allowing us to attend to new ideas.
Conclusions
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When teaching and learning are visible, there is a greater chance of
students reaching higer levels of achievement.
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To make it visible requires accomplished ‘teacher as evaluator and
activator’, who know the range of learning strategies to build the students’
surface knowledge, deep knowledge and understading, and conceptual understanding.
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Teachers need to have skill to get out of the way when learning is
occurring and students are making progress to achivieng the criteria.
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Visible teaching and learning requires a commitment to seek further
challenges (for the teacher and the student)
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Two of the essential ingredients to Visible Learning are challenge and feedback.
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The greater the challenge the greater the need for feedback, leading
to the greater the chance the learner is on the right path to successfully meeting the challenges.
An important point that resonates with me in Hattie's research is that "Teachers use evidence based methods to inform, change and sustain these evaluation beliefs about their effects". The first time I used pre and post testing in Maths to measure growth was incredibly scary. I knew that if a student didn't make any significant growth I was accountable, and that the way I had been teaching the content was not effective for that particular student. At the same time however, it was also inspiring. I was inspired to work harder, to see my students achieve success and to make sure my pedagogy was meaningful. I believe that teaching is an ongoing process in which the teacher needs to change with the students. If something is not working for your students, throw it away and try something different.
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