5 Teacher Insights From Long-Term Engagement With VISIBLE LEARNING - Corwin Connect

5/10/2021 5 Teacher Insights from Long-Term Engagement with VISIBLE LEARNING | Corwin Connect
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AUTHOR: SUE BRYEN, BRIAN WEISHAR, AND JENNI DONOHOO / 1 COMMENT
5 Teacher Insights from Long-Term

Engagement with VISIBLE LEARNING
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https://corwin-connect.com/2019/02/5-teacher-insights-from-long-term-engagement-with-visible-learning/ 1/13
develop
2019 marks the ten-year anniversary of John Hattie’s extensive database of educational research, Visible
Corwin.
Learning. Sinceand
its publication, there have been many comments, conversations and critiques of the research
continuously
methodology and key ndings. Some conversations have focused on the meta-analysis itself and seen the
CORWIN improve
research reduced to a list of in uences that have a high effect size, or concentrated on Hattie’s methodology
rather than the the best,
‘story behind the data.’ The story however, has remained the same over the past ten years
evidence-
even as the original database is continually updated. In a recent article in Education Sciences, Doug Fisher
and Nancy Freybased
provide some insights of authentic teacher learning and collaboration from practitioners
practices
who have engaged with the ideas and concepts from Visible Learning over the long term.
that
The key message is that there are things that seem to work better than others at improving student learning
establish
outcomes, and there
and are also things that are actually not very useful, in terms of student learning. If schools
have a key purpose of helping students’ learn and a focus on academic progress, then implementation based
support
on using evidence and evaluation of impact is worthy of educators’ time and effort.
lifelong
learning.
In some schools and education systems, the extensive Visible Learning research has been reduced to a ‘ avor
of the day’ focus for professional development or a simpli ed list of the highest effect size in uences without
Contact
regard for school context or the complexity involved in implementation. The concept of learning how to
ensure all students’ progress, at least a year of learning for a year of school, is often misunderstood or
Corwinsome schools have interpreted the Visible Learning messages and philosophy as
overlooked. However,
opportunity for Press
ongoing and collaborative professional learning. They have continued to share learning and
2455 Teller and engaged in collaborative inquiry and discussion to evaluate as adaptive
stories of implementation
About
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teaching experts. | Us
What have the school leaders and teachers learnt
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Schools that engage on the Visible Learning journey use
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school change process.
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Health Sciences High and Middle College in San Diego has interpreted and implemented Visible
The views Learning
professional The 8
over several years. Teachers were interviewed about the changes they have experienced
andas a result of this
ongoing, school wide, professional learning, and their shared understanding
Learning Power is summarized in the following
opinions
We build
areas: MAY 23, 2019 expressed
long-term
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Focus on the learning, not the teaching
relationships
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with our
those of the
authors,
Discussions at the school need to focus on students’ learning rather than on instructional routines and
authors
educators,
practices. Instead of focusing on the strategy, as there are some strategies that have a high probability of
and do not
clients,
improving student and discussions focus on the learning that has occurred as a result of teaching and
learning, necessarily
associations
how a teacher might adapt and plan different experiences if students are not learning. re
This was a key
ect the
who at the school, as professional learning discussions moved from use of particular
learning for teachers of cial
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strategies to evolve into collaborative conversations about how many students demonstrated understanding
policy or
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and what different us toand strategies could be used to help those students who were not learning as
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expected. Teachers share the tools and strategies they have used that have resulted in Corwin.
successful learning,
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and DISTANCE LEARNING BESTSELLING BOOKS NEW BOOKS EVENTS 
based on evidence of achievement. This approach honors the fact that there is no one right way of teaching;
continuously
it is about understanding and seeking evidence of learning, and teachers adapting their teaching to activate
CORWIN
the learning forimprove
all students.
the best,
Know thy Impact

evidence-
based
This apparentlypractices
simple statement is more complex than it may rst appear. Previously, teachers at Health
Sciences High had
thatused achievement data alone to determine their impact. It was as though the teachers
assumed that ifestablish
the learner achieved a standard, it was because the teacher had taught it. Teachers now
understand thatand
they may be wasting time teaching things that students already know. Teachers can only
determine impact by assessing students’ current level of understanding and performance and measure
support
change over time. Pre and post assessment are required if teachers are to truly ‘Know their Impact.’
lifelong
learning.
Teachers need tools to calculate the extent to which improvement has been made. Calculating effect sizes,
perhaps from comparisons of pre and post assessments, are a method that teachers can use to measure their
Contact
impact. Teachers unpack curriculum standards together and create shared understanding of what one year’s
progress looks like. Collaborative inquiry was demonstrated when one teacher asked, “How much growth are
we expecting inCorwin
terms of linear functions?” This curiosity stance and verbalization is invaluable to further
Press for all. Measuring impact has changed the conversations at Health Sciences High.
professional learning
Teachers collect2455 Teller of student learning at the beginning of a unit, identify appropriate impact and
evidence
About
analyze results Road | Us
so they can identify next steps necessary for students
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friendly language helps
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Learning Intentions as what learners are expected to know, and of learning; and
Success Criteria as what learners will do to demonstrate they have
Learning met and achieved the
Power learning intention.
opinions
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This changed how teachers planned lessons. Previously, they planned lessons using objectives, often
long-term
on this
portrayed or seen as an exercise in compliance. Teachers now understand it is a shared experience in
relationships
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knowing what learning
with our is expected and how to show students have learnt it. Throughout the lessons, the
those of the
LISC are reviewed and discussed by teachers and learners, re ecting on progress and achievement against
authors,
authors
this agreed criteria. This teacher clarity has helped teachers co-design and plan learning experiences that
educators,
and do not
allow for students to practice
clients, and and apply skills, prior to being assessed at the end of a unit. As one Maths
necessarily
teacher commented:
associations
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“Expectations have to be communicated so that students accept the challenge of learning… you have to
partner
determine the impact to focus on the learning. And then plan the experiences…to have policy or
that impact. And then
with us to
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respond when the impact isn’t where you want it.” Corwin.
TOPICS 
Learningcontinuously
Occurs in Phases (and Some Approaches Are
More E the
ective Than Others at Each Phase)
CORWINimprove
best,
evidence-
Conversations amongst teachers changed to seek understanding of which phase students were at and then
based
designing learning experiences to move them forward. They now recognise that units of work need to
practices
include both surface and deep learning experiences and the means to assess students at each of these phases
that
of learning. Taking further responsibility for leading learning in this area, a group of teachers developed a
establish
tool de ning each phase, identi ed a driving question for the learning, named processes for each phase, and
and
suggested instructional routines that are expected to move students through the phases.
support
Student lifelong
Assessment is Feedback for Us
learning.
Teachers using student work as a way to re ect on the effectiveness of their teaching is a key indicator that
teachers are recognizing the in uence they have on student outcomes. When student results are viewed as
Contact
feedback to the teachers about the impact of their design of the learning experiences, they are also better at
adapting to the needs of students.
Corwin
Conclusion Press
2455 Teller
As teachers adapt to |their students’ unique needs and create the conditions to focus on mastery learning and
Road About Us PROFESSIONAL
Tweets by
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progress for all, Thousand long view of Visible Learning isConnect
they too are being visible learners. TheTEACHING about developing
@CorwinPress
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Summary of Doug Fisher and Nancy Frey’s The Long View of Visible Learning’s Impactand
by Sue Bryen, Jenni
Donohoo and Brian Weishar. January 2019 Learning Power opinions
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References. relationships
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Fisher, D.; Frey, N. The Long View of Visible Learning’s Impact. Educ. Sci. 2018, 8, 174 those of the
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Tags continuously
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the best,/ JOHN HATTIE / PD / PROFESSIONAL DEVELOPMENT / PROFESSIONAL LEARNING /
EDUCATION RESEARCH
evidence-
VISIBLE LEARNING
based
practices
that WRITTEN BY SUE BRYEN, BRIAN WEISHAR, AND JENNI DONOHOO
establish
and
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About
Road | UsSue Bryen, Brian Weishar, andPROFESSIONAL
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Jenni Donohoo
LEARNING,
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Thousand High-Leverage In uences from the Visible
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Latest Comment
TOPICS and DISTANCE LEARNING
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continuously
CORWINimprove
MATT FOSTER / SEPTEMBER 25, 2019
the best,
Thanks for a thoughtful update on the state Visible Learning practices. Distilling the story
evidence-
into knowing our impact is critical.
based
Your focus on the key components of learning targets, success criteria, and assessment “for
practices
us” really mirrors Hattie’s comments in the introduction of his groundbreaking text.
that
establish REPLY
and
Leave A Comment
support
lifelong
learning.
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evidence-
based
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that
establish
and
support
lifelong
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TOPICS  DISTANCE LEARNING BESTSELLING BOOKS NEW BOOKS EVENTS 

5 Teacher Insights from Long-Term

Know thy Impact

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