Visible Learning
Visible Learning is the title of John Hatties book in which he distils the analysis of over 800 educational studies that represent millions of students across many nations. There is so much information in this book it would be a crime to summarise. The final chapter 11 "Brining it all Together" is a blueprint for good teaching/coaching and learning. Read it.
The data is clear; children learn almost irrespective of the innovation. So progress is not a sign of good practice, what is needed is evidence that the learning interventions have created progress beyond that which will occur anyway, what Hattie calls the Hinge Point. The bigger the progress beyond this point, the more effective the intervention. In his own words "If you have a pulse you will have a positive impact on learning, being there is not enough." Hattie makes the case that learning must be visible to both teacher and pupil. If the 7SC is anything then it is visible as both a record and a map of learning.
Hattie shows that it is teachers that most influence learning. If we wish to move learners further, faster then the teacher (coach) must adopt the following signposts of behaviour
- Teachers are among the most powerful influences in learning
- Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning.
- Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have a proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through curriculum levels.
- Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know were to go next in light of the gap between students current knowledge and understanding and the success criteria of "Where are you going?:, "How are you going?", and "Where to next?".
- Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learners construction of this knowledge and these ideas that is critical.
- School leaders and teachers need to create a school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.
I could quote the rest of the chapter as it is all relevant. However you should just buy the book and read it.