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My Senior Teacher Journey
Transcript of My Senior Teacher Journey
What is it?
My Senior Teacher Journey
Key Ideas in Visible Learning - HPS focus
Recent research has shown that
has a greater influence on student outcomes.
What did I do with this new knowledge?
Confirmation I was doing a good job - I was already implementing a range of these skills and techniques into my teaching.
How did my teaching change as a result of my learning?
- Feedback was one area I recognised that I needed to be better at myself before I could lead others.
As I developed my skills and understanding...
- started sharing my ideas, lessons and programs with built in Visible Learning tools.
- Year 1 Teacher
- Harmony Primary School
- Teaching for almost 13 years
- 3 different schools; country and metro
- Passionate about ICT and Maths
- Part of the Visible Learning Team at Harmony
Visible Learning was introduced by John Hattie in his groundbreaking meta study Visible Learning (2009). Hattie compared effect sizes of many aspects that influence learning outcomes. Hattie points out that in education most things work. The question is which ones work best and where to concentrate our efforts.
Understanding the impact of different types of
and how it can encourage students to grow in learning.
Knowing your impact
. What is more impacting on students and using this to our (student and teacher) advantage to encourage growth and learning.
- based on Professional Learning on
and implementation at our school
- approached by Admin to attend key Professional Learning with the intent on becoming a leader for implementation at a whole school level
- attended 4 sessions; November 2013, March 2014, August 2014 and February 2015
Inspiration and experimentation - I started implementing more tools in
everyday programs and lessons, trial and error, to improve student learning and outcomes.
over their own learning. They should know where they are at and where they are going next.
- Reflected on what feedback I was generally giving to my students and then changed how and what feedback I gave to my students from that point on.
- Was able to see improvements in student work - due to their own reflection rather than me telling them what to do = evidence of learning, rather than following instructions.
Example of types of feedback
It's also the involvement of the student in their own learning, encouraging them to understand what a successful learner looks like and supporting all students to become independent, self- driven learners who become successful.
- work collaboratively with learning teams so there's the opportunity to share ideas for lessons and planning to promote Visible Learning.
Examples of Visible Learning in Collaborative Lessons and Planning
Improvements I've noticed..
- other teachers - more confident including supportive Visible Learning techniques and tools into their teaching and learning programs
- students - awareness of tools such as WALT/WILT, success criteria, providing and receiving feedback and self- reflection is growing
- students are better at responding to feedback to improve their work and they (most of) are more engaged and interested in taking ownership of their own learning.
- involved in the school goal setting and planning for the implementation of Visible Learning into our school community
Our school continues to plan and engage in Professional Learning about Visible Learning.
Our next planning day is on Day 1, Term 4.
We are continuing to collect data and evidence about how students are responding to the implementation of Visible Learning and we as teachers continue to reflect, plan and discuss with our colleagues ways to continue improving our teaching and learning programs to support student success in learning.
It's an ongoing process and plan and I am excited to continue to be a part of it at Harmony Primary School.
Hopefully you've been able to learn a little about Visible Learning and how my Professional Learning, skills and understanding has helped to support my colleagues and planning at my school over the past few years.
According to Hattie, feedback is one of the top 10 influences on student achievement.
3 levels of feedback
This is the most common type of feedback we see in classrooms. It is more information - focused and aims to help students build their surface knowledge. Examples including telling a student when an answer is correct or incorrect or asking the student to provide more of or different information.
This type of feedback is geared toward helping the student improve the
process used to create the product. This feedback can help the student develop learning strategies, detect errors, or recognize relationships
between ideas. For example, feedback might include, “You’re asked to compare these ideas. For example, you could try to see how they are similar, how they are different... How do they relate together?” Feedback at this process level enhances deeper learning than at the task level above.
Feedback at this level is more focused on helping the student to monitor his or her own learning process. This type of feedback may serve to enhance the student’s confidence to engage further with the task and to encourage the student to seek and accept feedback. This feedback is usually in the form of probing or reflective questions. An example of a comment might be, “You checked your answer with the resource book [self-help] and found that you got it wrong. Do you have any idea why you got it wrong? [error detection] What strategy did you use? Can you think of another strategy to try?