Visible Learning
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Corwin VISIBLE LEARNING plus horizontal logo CMYK

 

“Visible Learning is a deliberate mindset that shifts the focus from what teachers are teaching to what students are learning,” Professor John Hattie.

Visible Learning occurs when we see learning through the eyes of our students and our students see themselves as their own teachers. This requires that we identify what works best in teaching and learning and then implement this in our classrooms.

At Corwin, our vision is every student learning, not by chance, but by design. In our collaboration with Principals Academy, we look forward to partnering with you to help your school and staff make the greatest impact on teaching and learning. The Visible Learning+ School Impact Process (SIP) provides a long term, sustainable solution to improve student learning and achievement through a model of professional learning designed to put the research of Professor John Hattie into action school-wide.

Over the course of the week, you will build foundational knowledge of making teaching, leading and learning visible and consider whether a School Impact Process might support long term impact on student learning for you and your teams. Each workshop aims to build understanding of the related research and provide practical examples and experiences to support your implementation of high impact strategies, processes and tools, aimed at developing Visible Learners who know where they are going, can activate learning dispositions, know how to monitor their progress, know what to do when they are challenged by their learning and are able to determine their next steps.

The workshops explore how you can make learning visible by:

• knowing where your learners are in their learning journey;

• knowing what works best in teaching and learning; and

• evaluating your impact on student learning.

 

These workshops are through live video with a Corwin consultant. Continue to build collaboration and discussion with your staff and move your Visible Learning implementation forward, under support of your consultant facilitating virtually.

Participants will be provided with a resource guide to support their learning on the day, which are also a valuable resource to refer back to following the workshop.

 

Registration Details

Timings for each day:

9am – 3.30pm (Singapore Time)

  • Break 11.00-11.30am
  • Lunch 1.00-1.45pm
  • Conclude 3.30pm

 

Mode of Delivery: Synchronous live virtual workshop with consultant

Closing Date: 30 April 2021 Friday

Workshop Fee: S$230.00 per participant for that particular workshop. Fees are subject to GST.

Other Information: Registration is on a first-come-first-serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

School/Cluster-Based Workshop Registration
Please contact Joseph Loy by email This e-mail address is being protected from spambots. You need JavaScript enabled to view it or tel: 6363 0330 on the cost of conducting the workshop.


 Upcoming Visible Learning Programmes 2021

 

Monday 31 May 2021 | Foundations of Visible Learning

This workshop is the first in a series of professional learning opportunities built on the work of Professor John Hattie that seeks to build system-wide improvement. For so long in education, we seem to have been on the hunt for the next best thing. This research makes us stop and think about the vast amount we already know and evaluate what really does make the difference in student learning.

At the core of today's learning is the narrative of the Visible Learning research, which has been distilled into five key strands. We will begin the day by providing background knowledge of the Visible Learning research, which seeks to investigate "what works best" in education. It is from this research base that we will then go deeper into each of the key Visible Learning strands that describe the themes uncovered in the research and what the research looks like in practice. We will then conclude the workshop by exploring the 10 Mindframes for Success.

Learning Intentions

We are learning to:

  • understand the key Visible Learning messages
  • make links between these messages and what happens in your school and classrooms.


Success Criteria

You will be successful when you can:

  • articulate some of the key messages in the Visible Learning research
  • describe some of the key characteristics of Visible Learners
  • identify ways to demonstrate the progress of your students
  • describe the role of feedback and its potential impact on learning
  • explain some of the key characteristics of visible teaching and leading
  • identify some of the key structures and processes of learning
  • identify which of the 10 Mindframes resonate with you in your current role
  • reflect about the implications of what you have heard for your school and classrooms.

 

Register Here


Tuesday 1 June 2021 | Developing Visible Learners

Our capacity to see learning through students' eyes and for students to see themselves as their own teacher is the mantra that underpins the key messages in the Visible Learning research and one that is strongly foundational to the design of this workshop.

This workshop aims to develop an understanding of the four components of a Visible Learner and consider professional practices you can implement to develop Visible Learners. The Visible Learning research defines
a Visible Learner as a student who:

  • uses learning dispositions;
  • understands how to learn;
  • is "assessment-capable"; and,
  • can seek, give, receive, and act on effective feedback.

 

Exploring insights from the research, making connections from theory to practice, and planning the next steps in developing Visible Learners are core to the professional learning experience of this workshop.

Learning Intentions

We are learning about:

  • the research related to Visible Learners
  • the attributes of Visible Learners
  • ways to develop Visible Learners in our classroom/school.

 

Success Criteria

You will be successful when you can:

  • identify learning dispositions and articulate why they are important to develop
  • describe the importance of metacognition
  • identify strategies that can develop metacognition
  • describe the characteristics of an assessment-capable Visible Learner
  • explain approaches to developing students' assessment capability
  • describe the key messages related to effective feedback
  • articulate ways you can build a culture of feedback
  • explain your learning to colleagues about how to develop a Visible Learner
  • make connections between the research and your practice
  • design your next steps to develop Visible Learners in your classroom/school.

 

Register Here

 


Wednesday 2 June 2021 | Designing Learning using SOLO Taxonomy

This workshop has been designed to provide participants with an understanding of the SOLO Taxonomy and how it can be used to make learning visible to teachers and students. The acronym SOLO stands for the Structure of Observed Learning Outcomes, and the model provides a systematic way of describing how a learner's performance grows in complexity when they are mastering any new learning. Participants will explore the research base that identifies the importance of students learning from the surface to deep to transfer and consider the implications for designing learning intentions and success criteria, prior knowledge tasks, assessments and learning experiences. Making learning visible will be central to the planning that comes from completing this course.

 

Learning Intentions

We are learning:

  • about the SOLO taxonomy and how it can be used to maximise student learning
  • how to design learning for students using the SOLO Taxonomy.

 

Success Criteria

You will be successful when you can:

  • explain the structure of the SOLO Taxonomy
  • describe the key messages from the research that underpins the SOLO Taxonomy
  • design learning intentions and success criteria using the SOLO Taxonomy and make these visible to learners
  • determine students' prior knowledge Using SOLO Taxonomy
  • design assessments using the SOLO Taxonomy
  • design learning experiences that challenge all learners using SOLO Taxonomy
  • plan ways to make SOLO Taxonomy visible to learners.

 

What to bring to the workshop:
Bring along a unit of work or lessons plan to critique or identify an upcoming unit of work to plan throughout
the workshop.

 

Register Here

 


Thursday 3 June 2021 | Feedback That Makes Learning Visible

Feedback is a powerful influence on student achievement; however, its effects are among the most variable. The evidence base shows that the type of feedback and the way it is given impacts its effectiveness.

This workshop aims to provide a strong foundation to understanding the related research, develop clarity in what effective feedback is and for participants to develop knowledge and skills in giving, seeking, receiving and acting on effective feedback using an instructional model of feedback.

This workshop invites you to consider the Visible Learning research about feedback and determine what it
means in your practice moving forward.

Learning Intentions

We are learning to:

  • utilise feedback effectively in order to enhance learning and instruction
  • understand how learning intentions and success criteria as the foundation for giving effective feedback.


Success Criteria

You will be successful when you know how to:

  • describe research findings about what makes feedback most effective
  • create user friendly learning intentions and effective success criteria
  • name and use the three feedback questions
  • articulate when and why to use the three instructional feedback levels
  • articulate the different between praise and effective feedback
  • implement evidence based research into practice based on our unique contexts and environments.

 

Register Here


Friday 4 June 2021 | How Students Learn. High Impact Strategies

The research-based Model of Learning, developed by John Hattie and Gregory Donoghue, forms the foundation for this workshop. This model describes the science of learning and implications for teaching and learning. During this workshop, you will consider how high impact learning strategies can be used to maximise impact so that learners develop the skill, the will and the thrill of learning and what strategies work best at the surface, deep and transfer phases of learning. Practical examples, insights and strategies to reflect on and use in your own practice is at the heart of this day.

 

Learning Intentions

We are learning to:

  • understand how students learn using a Model of Learning.


Success Criteria

You will be successful when you know how to:

  • describe the purpose and key messages of the research behind how students learn
  • articulate the key ideas underpinning the Model of Learning
  • identify and apply learning strategies that support the inputs and outputs of learning
  • identify and apply learning strategies that support the "Knowing Success" phase of the Model of Learning
  • identify and apply learning strategies that support learning at each phase (i.e., surface, deep and transfer) of the Model of Learning
  • review and plan your design of student learning experiences based on the awareness of moving
  • learners from surface to deep to transfer.

 

What to bring to the workshop:

Bring along a unit of work or lessons plan to critique or identify an upcoming unit of work to plan throughout the workshop.

 

Register Here