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Amber DuncanSPE 503

The University of Alabama

A presentation based on Visible Learning: Asynthesis of over 800 meta-analyses relating toachievement by John Hattie

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ObjectivesIn this presentation, you will find information on:- what visible teaching and learning is- what acts a teacher engages in to promote visibleteaching and learning

- what contributions or factors affect visible

teaching and learning

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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

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What are the acts a teacher needs to doto 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 orlearning intentions

*having an understanding of our student and what they are

understanding from our teaching

*understanding and knowing the content we are teaching

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hat are the acts a teacher needs to doo 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 whenour students are learning

* using evidence based practices and noting the outcomes

of these different practices

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hat are the different contributions or factors

hat affect visible teaching and learning?The different contributions that affect visible teachingand 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

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Factors from the home- Factors from the home that influences a student and their learningare:* 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.

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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.

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Factors from the teacher- When we think about teaching, this is the one factor that we havecontrol 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

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Factors from teaching approaches- The way we approach teaching and teaching our students influences theirlearning 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

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ReferencesHattie, J. (2009). Visible learning, a synthesis of over 800meta-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.