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Visible Learning

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by

Pamela Foster

on 11 September 2015

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Transcript of Visible Learning

Introduction
Today's aim

What is 'visible learning'?

The evidence

Overview of the five strands
Conclusions and Reflections
Early stage of implementation
School engaged with the visible learning research, which enabled a deep level of thinking about practice
A sense of positive change
Practice Frameworks
Monsen Problem Analysis Framework (2008)

Implementation Science

Impact Framework (Frost and Durrant 2002)

Epistemology
What does Visible Learning Mean for Educational Psychology?
A universal service
Top down and bottom up
Know thy impact mindset
Relational trust - giving and receiving feedback
EPs are well placed to contribute to 'collaborative expertise'
Intervention Plan
Consultation
Gathering and Sharing Data


Research Spotlight
Staff Development Sessions:
SOLO Taxonomy/Questioning
Feedback
Learning Assistant Workshop
P3 Class Intervention - mid lesson stops
Grow Your Brain - upper school



Evaluation
Know Thy Impact
P3 - Success Criteria Analysis
- Pupil Questionnaires
- Focus Groups

Whole School Evaluation
Pupil Focus Groups
Staff Evaluation
Head Teacher Interview
Visible Learning
Thank you!

Questions?
Pupil Focus Groups
Staff Evaluation
Head Teacher Interview
Over half of 11 teaching staff noted a
positive change
in the following areas:


IMPACT ON TEACHERS
adoption of new practice
improvement of established practice
pedagogical skills
development of personal attributes.


IMPACT ON SCHOOL
consistency of practice
greater level of coherence in beliefs and values


IMPACT ON PUPILS
positive attitudes to school
motivation to learn
confidence and self-esteem
self-awareness
capacity to reflect on learning
ability to take responsibility for own learning

“Hattie’s research has had a great impact on our school. It has brought learning and teaching to the heart of the school improvement plan.”

Specific outcomes
Chain of impact
TEP contribution
Next steps...
“I think you shouldn’t feel ashamed getting feedback. It’s good getting feedback because then you could maybe improve it." (P6)
“It keeps your brain healthy that’s why it’s important to learn.” (P3)
“In our reading diaries sometimes I get good feedback. [The Teacher] says...‘I love that you’re challenging yourself with some fat questions’ cause I done two instead of one. And I do targets for myself every time I do my reading.” (P4)
“Maybe see if you did a bit of writing and it wasn’t what you expected, you could maybe look back over it and maybe try to edit it or something and make it better than it was before.” (P7)
"Me and X just need to peer check each other’s work before we are done. So...you swap books and read their sentences. [Check] if they’ve got it all right, capitals and full stops." (P2)
Hattie (2009) proposes that in seeking school improvement, often another programme or initiative is supplied rather than nurturing what is good.
Implementing a Visible Learning Approach to School Improvement in a Primary School
pamela.foster@westlothian.gov.uk
Areas for Development...
“Is Visible Learning new in any way? A rebranding”

“Revisited prior learning from university and teaching career so far just under a new umbrella.”

Most strands are already embedded in my practice, re-branding can be frustrating!”

“Still lots to do…areas to cover.”

“Next year keen to develop superhero i.e. growth mindset in early years.”

“I work in a nursery team where other staff are not aware so it needs me to cascade, model and explain.”


Full transcript