A presentation based on Visible Learning: A synthesis of over 800 meta-analyses relating to achievement by John Hattie

Amber Duncan SPE 503 The University of Alabama

Objectives
In this presentation, you will find information on: - what visible teaching and learning is - what acts a teacher engages in to promote visible teaching and learning - what contributions or factors affect visible teaching and learning

What is Visible Teaching and Learning?

Visible Teaching and Learning is when: -learning is the explicit goal - the goal is appropriately challenging - there is feedback given and sought - there are active, passionate, and engaging people involved in the act of learning - teaching is visible to the student and learning is visible to the teacher

What are the acts a teacher needs to do to promote visible teaching and learning?
For visible teaching and learning, there are acts that we as teachers need to pay attention to. These are acts that encourage visible teaching and learning: *awareness of the learning intentions *awareness of the success criteria for a lesson and communicating this to the student * knowing when a student is successful in achieving the goals or learning intentions *having an understanding of our student and what they are understanding from our teaching *understanding and knowing the content we are teaching

What are the acts a teacher needs to do to promote visible teaching and learning?
These are some more acts that we are teachers need to engage in to have visible teaching and learning in our classrooms: *provide a safe environment for the student and teacher * be aware of teaching strategies that are and are not working with our students * show passion for teaching and to show passion about when our students are learning * using evidence based practices and noting the outcomes of these different practices

What are the different contributions or factors that affect visible teaching and learning?
The different contributions that affect visible teaching and learning are: *factors from the child *factors from the home *factors from the school *factors from the teacher *factors of the curriculum *factors of the teaching approaches

Factors from the Child

- A child brings prior knowledge to school from preschool, from home, from peers, and from other influences such as the television or music. - Other factors that a child brings to their learning are: * expectations * degree of openness to experiences * emerging beliefs about the value and worth of learning and investing time in learning * engagement on school tasks and activities * build themselves as a learner and a sense of self from learning.

- Too many times in school, we are teaching and our students are physically in front of us but they are absent in mind. (Steingberg, Brown, & Dornbusch, 1997, p. 67)
- We need to teach in ways that our students are physically and mindfully in school.

- Factors from the home that influences a student and their learning are: * parental expectation and goals for their student * parental knowledge of learning and the language of the school - These factors can either encourage the students learning and achievement or it can discourage the students learning and achievement. - To help the factors from home, the school needs to help the parents understand the language of schooling and the teacher needs to help them understand what is expected in their classroom.

Factors from the home

Factors from the school

- The school can affect a students achievement and learning process.
- The school factors include: * climate of the classroom- such as being open to errors and correction, being open to feedback, and providing a safe, caring environment * peer influences

- When looking at schools, it is not the outer appearance of the school that affects a students achievement the most, it is the features within the school such as the ones listed above.

Factors from the teacher

- When we think about teaching, this is the one factor that we have control over in our classroom.
- How we teach matters to the achievement of our students. - Other factors from the teacher that affects our students are: * the quality of teaching from the students perspective * teacher expectations * how we view our students, learning, assessment, and the curriculum * the classroom climate that we provide * how we encourage effort in our classroom * engagement of students in the task that we have for the lesson

- The curriculum we teach to our students should encourage and foster goals that are challenging and that our students can achieve. - Other factors from the curriculum that affect student achievement are: * developing a curriculum that encourages surface and deep understanding * ensuring that our students are learning and have strategies to construct meaning * having explicit and active programs that encourage a deeper understanding and that teaches specific skills to our students

Factors from the curriculum

Factors from teaching approaches

- The way we approach teaching and teaching our students influences their learning and achievement. - Aspects that are from teaching approaches that affect student learning and achievement are: * paying attention to learning intentions and success criteria * setting challenging tasks * providing multiple opportunities for deliberative practices * knowing when teacher or students is successful at achieving the goals set before them * planning and talking about teaching and the ideas in their classroom * constantly receiving feedback on teaching from the students and how they are succeeding in their classroom with their teaching

 when teaching and learning is visible, there is a greater likelihood of students reaching higher levels of achievement. (Hattie, 2009, p.38)

References
Hattie, J. (2009). Visible learning, a synthesis of over 800 meta-analyses relating to achievement. (1st ed., Vol. 1). New York: Routledge.
Steingberg, L.D., Brown, B.B., & Dornbusch, S.M. (1997). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon and Schuster.