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May 20 2016 visible learning

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How to prepare a lesson ? How to conduct the lesson ? How are learning targets used ? Progression and prior knowledge. How to conduct a visible learning lesson ? The importance of feedback. How to end a visible learning lesson ? What are major influences on achievement ?

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May 20 2016 visible learning

  1. 1. VISIBLE LEARNING By Andy Brace based on the work of John Hattie
  2. 2. Preparing the lesson • 1.Know what the student knows and can do already. • 2. Know what the target learning is so there is some “cognitive acceleration” • 3. Set the learning target, performance of understanding and success criteria.
  3. 3. Conducting the lesson • 1. Share the learning target with students. Use choral reading.Question what the target means and give an example of a good performance of understanding and a poor performance of understanding. • 2. Give pre-lesson questions: • What are today’s goals? How much do I already know about today’s goal? I think today’s goal will be very ….. How much effort will I put into today’s goal ? • 3. Give post lesson questions: Did I achieve the learning target ? How did I achieve this goal ? Why did I not achieve this goal ?
  4. 4. Learning targets have to be: • 1. Challenging: but relate the tas to prior knowledge. • 2. Commitment: This comes through peer interaction and especially through gaining a reputation as a good learner. • 3. Confidence: Give appropriate scaffolding and prior feedback. • 4. Student Expectations: Encourage students to be optimistic about their performance outcome and to predict the outcome beforehand.
  5. 5. continued • 5. Conceptual Understanding: Make sure that there are both surface level and deep level understanding available to students.
  6. 6. Know your core and how it fits together • Look at progression and prior knowledge as building blocks for students. • PLC often to visit what worked and what did not work.
  7. 7. The lesson • Trust, little teacher talk, students ask and answer questions from other students, use socratic questioning( see next slide), was there high order thinking, deep knowledge, deep understanding, substantive conversation, is complex language being usd, is critiquing being used. • Are connections being made, are tasks authentic, do students have any say in pace, direction or outcome of the lesson, is the environment positive and supportive, are students engaged and on task, is performance measurable, is behavior self regulatory. • Are all participating, is the teacher a questioner or a narrator, is citizenship fostered.
  8. 8. Flow of the lesson • 1. First decide on the desired result • 2. Then check for background knowledge • 3. Aim is to have students plan and monitor their own learning, how to set learning goals and how to correct errors, to self regulate themselves through learning strategies that will help them succeed. • 4. Students should move from understanding the activity and moving forward to practice until errors are at a minimum and then become proficient with more automated responses.
  9. 9. continued • present information in multi formats, have regard for working memory and materials should explicitly link to the target. • Use stories and examples more than facts and abstract principles. • Encourage cognitive disequilibrium • Start with the rich big ideas and than scaffold towards it • Give time for practice and used spaced schedules rather than 1 longer session • feedback should be appropriate and immediate
  10. 10. continued • Teach strategies of: • organizing and transforming( use outlines and organizers) • self-instruction( verbalize steps) • self-consequences( put of pleasure until work completed) • self evaluation( check work before handing in) • help seeking( use a study partner) • Keeping records( make notes) • rehearsing and memorizing( write something many times until it is remembered) • Goal setting and planning ( make lists of things to do) • review records( review texts) • self monitoring ( track your own performance) • task strategies(mnemonics) • Imagery ( visualization or imagining what will happen if you dont study) • time management ( scheduling time) • environmental restructring ( finding a secluded spot or special place to study)
  11. 11. practice and concentration • DELIBERATE PRACTICE IS NEEDED • A chess master has to make 50,000 moves to become expert • Expertise comes after 10,000 hours
  12. 12. Feedback • Reduces the gap between where the student is and where he or she is meant to be, between current achievement and the success criteria • This allows teachers to modify instruction • Focus feedback on the task, not the learner • Avoid cognitive overload
  13. 13. End of the lesson • Questions that should be asked include: • did the student achieve the SC? How close is he ?what more needs to be done ?Does each student know where they are in relation to the SC ? • did you invite them into learning? were you too busy or focused on their shortcomings?was there a ow level of student input ? was there a lot of negativity? OR was the lesson intentionally inviting for students who felt involved.
  14. 14. Influences on Achievement • 1. self reported grades and high student self -efficacy • 2. RTI • 3. Formative evaluations • 4. Classroom discussion • 5. Feedback • 6. behavioral management
  15. 15. Influences on achievement • LOW = reducing class size, type of learning space, ability grouping, extra curricular programs, individualized instruction • MEDIUM= test taking skills, homework, decreasing disruptive behavior, computer assisted instruction, peer influences, home environment • HIGH= stop labeling, teach learning strategies, teach study skills, accelerate learning, teach meta cognitive strategies, teacher-student relationships, feedback, formative evaluation, develop high expectations in students.

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