1. Visible Learning Plus: an introduction

2.  Activity One part one:  Activity One part two:
Do now
 Activity One part one:
How do we learn?
 Activity One part two:
How do our students learn?

3. Have clarity about what role we play as teachers in this learning.
Learning intention:
By the end of today’s session, you will:
Have clarity about what current research says about how students learn.
Have clarity about what role we play as teachers in this learning.
Be introduced to some basic elements of Hattie’s Visible Learning Plus model.

4. Understand that teachers can influence both of these elements.
Success criteria:
By the end of today, you will:
Understand that the key inputs that drive learning combine cognitive (skill, knowledge, content) and affective (emotional) elements.
Understand that teachers can influence both of these elements.
Reflect on the extent to which you already use specific strategies to develop the key inputs for each student.

5. Our long term vision is that teachers and students at St Andrew’s College will have a shared understanding of how learning happens in the classroom and use this to develop more effective learners.

6. 2005 – 2016 (from passive to active learners…)
Background: Where we’ve come from to this point
2005 – 2016 (from passive to active learners…)
Student engagement in learning – Eric Frangenheim
Causing Learning – understanding the teacher’s impact on students’ learning
ATOL
assess to learn/feedback – students knowing about the directions for their learning and how to get there
teaching as inquiry – the impact of teacher actions in learning and how to then proceed…..

7. Earthquakes Background: Where we’ve come from to this point
Hattie – Visible Learning (Nuthall – Invisible Learning) – how learning happens and deliberate teacher actions that influence learning
SOLO – students knowing more how to learn, how well they are learning and what to do next
Earthquakes
PLGs – teaching as inquiry
Developing our use of data for learning (and teaching) – what do we know about a student’s ‘skill set’ and learning dispositions, how do we meet their needs and improve their achievement?

8. Visible Learning: What are Hattie’s key messages?
John Hattie believes the fundamental role of a school is to help students exceed their potential.
Visible learning identifies the most powerful influences on teaching and learning, those most effective for student learning.
Teachers act very deliberately using practices that are known to improve students’ learning and their ability to learn.
An effect size measures the impact of a particular influence or strategy on learner achievement. They include contributions from the student, home, school the curricula and teacher.

9. Students seeing themselves as their own teachers.
The mantra of Visible Learning relates to:
Teachers seeing learning through the eyes of students;
and also
Students seeing themselves as their own teachers.
An increasing sense of self-efficacy and independence is the goal

10. ‘Know thy impact’: Teachers are change agents
As teachers, we are in a powerful position to influence what a student learns and how they learn:
“Teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and background knowledge is important - if not essential – for promoting life-long learning”.
John Dunlonsky, Professor of Psychology Kent State University, Ohio

11. ‘Know thy impact’: Teachers are change agents
from Leavers’ Survey….

12. The highlight of my stac career was the large number of amazing teachers I interacted with every day. Both my class teachers, who were almost always very engaging and passionate about their subject, and teachers in charge of scholarships, who were also incredibly helpful and lovely to learn from as well. So many of my teachers have made a great impact on me, and I'm so grateful to have been able to go to a school full of teachers like them.
I'd just like to say that StAC is a truly amazing school. I have really enjoyed my years at StAC and would recommended it to everyone. The interactions between teachers and students is something really special and is something that makes the school so amazing. The traditions are amazing and makes you really feel part of something. StAC makes you feel like you at home and will always be in my heart. It has helped my development hugely and has had a huge impact on who I am today. Thank you St Andrew's!

13. Visible learning is about having a set of mind frames to ensure learning is maximised.
Visible learning is about teachers and leaders seeing themselves as change agents. In other words, student achievement patterns can be changed by what we do (or don’t do).
Note: This does not mean that teachers alone are responsible. Learning is a relationship between teacher and student and caregivers. What this means is that we are the professional who is able to take deliberate actions that affect the well being and learning of out students.

14.  Activity Two: self reflection
To what extent are you demonstrating the eight mind frames to maximise learning in your classroom?
Using the handout provided, rate yourself from 5 (I demonstrate this all the time) to 1 (I don’t yet demonstrate this)

15. Activity Three: Learning at StAC?
In groups of four, discuss and list your answers to the following questions. Be specific, so that this information is clear to another group:
What does effective teaching and learning look and feel like at St Andrew’s College for teachers? 
What does effective teaching and learning look and feel like at St Andrew’s College for students?

16. Visible Learning Plus is a model that gives us a shared language around learning
Three key inputs that affect learning have been identified:
Skill
Will
Thrill

17. skill will thrill Cognitive: Affective / emotional:
Prior knowledge and achievement:
Ascertain this and teach them accordingly
skill
will
Affective / emotional:
Learning dispositions / self-efficacy
Affective / emotional:
Enjoying challenge and motivation for learning
thrill

18. Skill Working memory Fluency working to mastery so skill is automatic
Beliefs, encouragement and expectations from the student’s cultural background and home

19. Will: Attitude Habits of mind Emotional strength Resilience
Resourcefulness
Reflection on learning
Relational ability / social sophistication
Level of confidence / self-belief / self-efficacy
Level of anxiety / regulation of negative emotions

20. Thrill: Focusing on the meaning of what is being learned
Aiming to develop own meaning
Relating ideas together
Making connections with previous experiences
Asking questions about what is being learned
Discussing ideas with others
Reading widely
Comparing different perspectives
Enjoying challenge / struggle (this is where learning sticks)

21. A summary:
Prior knowledge and what they bring with them from home is strongly associated with how much new knowledge a learner will acquire.
The dispositions and level of self-efficacy a learner has about themselves and their learning is strongly associated with how well they perform a task and how much they will learn.
Orientation towards mastery and intrinsic motivation are generally associated with increased learning and performance.

22. Other important elements:
A critical component in maximising learning:
Knowing what success looks like plays an important role in goal-orientated behaviour and motivation.
Clear success criteria
Advanced organisers
Clarity about what progress looks like in that context
The ability to monitor that progress / success
When students are made aware of the nature of success for the task, they are more likely to be more involved in investing in the strategies to attain that target.

23.  Activity Four: self reflection
To what extent am I already developing the skill, will and thrill in my classroom?
Complete the survey below to reflect on the extent to which you are already developing skill, will and thrill in your own classroom.
Self reflection:
What am I doing well?
What do I need to do differently?

24. Transferral of learning
Looking ahead to 2017:
Make the practice of sharing learning intentions and success criteria visible in all classes.
Unpack how we as teachers can work to develop the skill, will and thrill for our learners.
Unpack the science of how we learn by exploring the three key phases of learning:
Surface knowledge
Deep learning
Transferral of learning

25. How am I going? (self-assessment / self-evaluation)
Understand how specific strategies work at each phase of learning.
Use specific strategies to develop students’ learning dispositions, their will.
Understand how SOLO can be used to make progress visible for teachers and learners.
Develop each student’s capacity to answer the following questions with each of our classes:
Where am I going? (learning intentions / goals / success criteria)
How am I going? (self-assessment / self-evaluation)
Where to next? (progression / new goals)