Visible Learning for Teachers: Maximizing Impact on Learning

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Visible Learning for Teachers: Maximizing Impact on Learning by Mind Map: Visible Learning for Teachers: Maximizing Impact on Learning

1. Preparing lessons

1.1. The level of the studetents at the start

1.2. The desired levels at the end

1.2.1. Clear Learning Intentionts/ objectives

1.2.2. Success Criteria

1.2.2.1. Students know

1.2.3. Challenge, commitent, confidence, aproppiate expectations & conceptual understanding

1.3. Rate of progress

1.3.1. Increasing level of challenge since the start to the end

1.4. Teacher Collaboration

1.4.1. Collaborative discussions about students progression

1.4.2. Learn from other teachers

2. Visible Learning

2.1. When schools/teachers evaluate the effects they have on students

2.1.1. Become evaluators of our effect

2.1.2. focused on: LEARNING and IMPACT

2.2. Teacher know if there is learning

3. Almost every intervection had an effect above zero

3.1. We need to discriminate and choose the best interactions

3.1.1. Effect Size

3.1.1.1. Small > 0.20

3.1.1.2. Medium 0.30 - 0.60

3.1.1.3. Large < 0.60

3.1.2. Starting point of discussion not endpoint for making decisions

4. Teachers need to know:       How do their students learn?

4.1. Capabilities in thinking

4.1.1. Piaget's model

4.2. phases of thinking

4.2.1. 1- Surface understanding

4.2.2. 2- Making relations

4.2.3. 3- Expand thinking

4.3. phases of motivation

4.3.1. 1- Seeing the gap: previous knowledge - learning intended

4.3.2. 2- plan to approach the goal

4.3.3. 3- implement strategies

4.3.4. 4- selfevaluation

4.4. phases of competence

4.4.1. NOVICE

4.4.1.1. Task/product level

4.4.2. CAPABLE

4.4.2.1. self-regulation level

4.4.3. PROFICIENT

4.4.3.1. process level

5. Making teaching visible

5.1. Students know what to do and how to do

5.2. Students learn to become their own teachers

5.2.1. Lifelong teachers

6. Teachers as Adaptive Experts

6.1. innovative strategies of learning should be included in class

6.1.1. visual, verbal and multimedia material

6.1.2. making errors

6.1.3. integrating and synthesizing information

6.1.4. self-evaluation and self-monitoring

6.1.5. goal setting

6.2. high level of flexibility

6.2.1. problem-solvers

6.3. Differentation method

6.3.1. student-centered teacher

6.4. importance of TEAM WORK

7. Exper Teachers say it's important

7.1. 1. Identify the most important ways to represent the subject they teach

7.1.1. Conect student's prior knowledge with current lessons

7.2. 2. Create and optimal classroom climate for learning

7.2.1. Presence of trust

7.2.2. Mistakes are welcome

7.3. 3. Monitor learning and provide feedback

7.3.1. Users and seekers of feedback

7.4. 4. Believe all students can reach the success criteria

7.4.1. Teacher as a change agent

7.4.2. Intelligence is changable more than fixed

7.4.3. Show our passion that all students can succeed

7.5. 5.  Influence a wide range of student outcomes not solely limited to test schores

7.5.1. Encourage stutents to stay in school

7.5.2. Help them developing multiple learning strategies

8. The place of FEEDBACK

8.1. Where am I going? How am I going? Where to next?

9. Lessons

9.1. Starting Lessons

9.1.1. Suportative classroom climate

9.1.1.1. Positive, respectful, caring clima = percursos of learning

9.1.1.2. Students feel safe

9.1.2. More listening

9.1.2.1. Allows teacher to learn more about student's needs

9.1.3. Cooperative learning

9.1.4. Look for evidence of the methods

9.1.4.1. Evaluate the impact of it