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Visible NQTs

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by

sarah philp

on 20 March 2017

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Transcript of Visible NQTs

Visible NQTs
when teachers see learning through the eyes of the student and students see themselves as their own teachers
visible learning research
implications for practice
measuring impact

5 follow-up sessions

www.visiblenqts.wordpress.com

Evidence base
Pre-reading
surprised you?
enthused you?
worried you?
questions...
Learning intention/success criteria
So what?
understand the key messages

5 strands....

able to share key messages with others and make links with your own practice
Making learning visible & explicit
John Hattie
- 15 yrs research
- 900+ meta-analysis (ongoing)
- 250 million students
- 50,000 studies
150 effects
hinge point 0.4
no 1 programme/ recipe/ script

benchmarks for debate and discussion
'teachers should be challenged'

self-evaluation - 'evaluators of our impact'
Visible Learners - Assessment Capable Learners
What makes a good learner?
assessment capable - most important thing we can do

what kind of learners do we have in our schools? in your classroom?
how do we know? how can we find out?
how do we use assessments & results with students?
Know Thy Impact
Impact of teaching

have my learning intentions been worthwhile & challenging?
what's the best thing to teach next?
d we have a shared idea of progress?
where are my students on their learning ladder?
where can I capitalise strengths and minimise gaps?
what have my students learn/not learned?
have they attained the success criteria?

Ranking Influences
rank the interventions

1 = most effective in raising student achievement
12 = least effective
Meta-cognition
4 principles:
guide learners to prepare & structure an effective learning environment
organise instruction & activities to facilitate cognitive and meta-cognitive processes
use instructional goals & feedback to present learners with opportunities for monitoring
provide students with continuous evaluation information & opportunities for self-evaluation

Apply this to all learning experiences.
A note of caution
small sample sizes - cross validate
'outliers'

It's about discussion and analysis
an example of evidence into action
Student - Teacher Relationships
effect size = 0.72
classes are characterised by more engagement, more respect of self & others, fewer resistant behaviours, greater non-directivity (student initiated & regulated activities) & higher achievement outcomes

value as a person
valuable feedback, feel safe

You decide...
Student Expectations
effect size = 1.44
no child can do their best because they don't know what it is
we must help them be ambitious

mindset - Carol Dweck
the role of feedback
Effective Feedback
Inspired and Passionate Teachers - mindframes

www.midlothian.gov.uk/eps
"spotlights"
Still to come...
The Six Factors
Teacher - 0.49
Teaching approaches - 0.45
teachers make a difference
certain teaching approaches are associated with better learning

Passion and hopeful view of teaching
The Curriculum - 0.45
best balance of surface & deep learning
focus on strategies to construct meaning
strategies & programmes that teach specific skills & deep understanding
The Student - 0.4
prior knowledge of learning
expectations
openness to experiences
emerging beliefs about the worth of learning
engagement
sense of self and reputation as a learner
parental expectations
& aspirations
parental knowledge
of the language of
schooling
The School - 0.23
Home - 0.31
climate of the classroom -
welcoming error, safe, caring
peer influences
Professional Development
3- 5 years
external expert
deeply engaged
challenges existing beliefs
talk to others about teaching
supports opportunities to learn and provide opportunities within the school for thisto happen
Full transcript