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visible learning

on February 10, 2015

In participating in the discussion forums in PIDP 3250, I learned a lot new concepts, one of which is Visible Learning. After doing some research, I found a very good description about this concept here in this book summary: Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie. I am deeply impressed by and resonate a lot with descriptions like

“~ When teaching and learning are “visible” – that is, when it is clear what teachers are teaching and what students are learning, student achievement increases.

The ‘visible’ refers to a few things. First, it refers to making student learning visible to teachers so they can know whether they are having an impact on this learning. Further, it also refers to making teaching visible to the student as well so that students learn to become their own teachers, an important component of becoming lifelong learners – something we want students to value. The ‘learning’ part of visible learning — and a common theme throughout the book — is the need to think of teaching with learning in the forefront and with the idea that we should consider teaching primarily in terms of its impact on student learning.

When the teaching is visible the student knows what to do and how to do it. When the learning is visible the teacher knows if learning is occurring or not. Teaching and learning are visible when the learning goal is not only challenging but is explicit. Furthermore, both the teacher and the student work together to attain the goal, provide feedback, and ascertain whether the student has attained the goal. Evidence shows that the greatest effects on student learning come when not only the students become their own teachers (through self-monitoring, and self-assessment), but the teachers become learners of their own teaching (to be explained below). In successful classrooms, both the teaching and learning are visible.

A key part of successful teaching and learning has to do with the teacher’s mind frame – the teacher’s view of his or her role. It is critical that teachers see themselves as evaluators of their effects on students. Seeking interventions and actions that have positive effects on student learning (d > 0.40) should be a constant goal for teachers. Teachers should be vigilant to see what is working and what is not working in the classroom. Then teachers must use this evidence to inform their actions and their use of every possible resource (especially peers) to move students from where they are now to where the teacher thinks they should be. It is when a teacher has an appropriate mind frame combined with appropriate actions that these two work together to achieve a positive learning effect. We need to help teachers develop a mind frame in which they see it as their primary role to evaluate their effect on learning.”

A very informative and meaningful resource for teachers!



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