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Empowering Visible Learners: Effective Planning & Practice

Join us to reflect on school-based learning, link to planning strategies, Share practice, and review key principles from the Visible Learning approach. Explore designing principles, clarity, prior learning, making connections, and more. Develop a checklist for effective planning and enhance classroom climate. Enhance teaching strategies and activate peer learning with research-informed practices. Empower your learners and measure the impact of your teaching strategies by incorporating self, peer, and teacher dialogue. Adapt the Visible Learning principles into your classroom and share your progress in the next session.

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Empowering Visible Learners: Effective Planning & Practice

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  1. Visible NQTsSession 2 Nov 2015

  2. Visible learners

  3. In this session we will • Share and reflect on school based learning • Link learning to the previous session on planning • Share practice • Review key principles from the Visible Learning approach

  4. Sharing practice

  5. School based learning • What did you learning about your class as Visible Learners? • Surprised you? • Confirmed your thinking? • Puzzled you? • What did you do as a result of this information? • What will you do? • What standard did you relate this to?

  6. PLANNING LEARNING Curriculum areas and subjects Opportunities for personal achievement Interdisciplinary learning Life and ethos of the school as a community Design principles Clarity Prior learning LEARNING Exp and Out Connected Approach used

  7. Making connections • What key messages are emerging so far and how do these apply to you as a practitioner? • Planning session with Nicola • Sharing from Kerry at Hawthornden • Reading (chapter 4 & 5)

  8. Sharing practice

  9. Linking to practice • In groups, develop a checklist for effective planning.

  10. Key elements of planning learning • Prior learning is built upon • The learner is part of the planning process • Intended learning and the criteria for success are clear, understood and evaluated • Differentiation is vital • Expectations are high • How to plan the learning includes design principles, skills and strategies required to achieve success • Self, peer, teacher dialogue and feedback • Evaluation is of learning and teaching

  11. Building on good planning (ch 5) • Classroom climate • Teacher talk v learner talk • Questions more important than answers • Think, talk, listen, do – teachers and learners • Surface to deep learning • Process rather than end product • Peer learning • Let go of labels! • Use research to inform strategies • Teachers as evaluators and activators

  12. School based learning Focus on the start of the lesson • Working with your supporter use the wheel to establish; • Where you are now (how do you know?) • It’s ok to have a ‘don’t know’ • Complete the surveymonkey ( I will email the link) • Choose one element to focus on • How will you know if it’s having an impact? How will you measure/ record this? • Revisit checklist and complete surveymonkey • Be prepared to share this at the next session • With your supporter reflect on which standards this relates to.

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