3. Big data in education research
We now have the equivalent
of the microscope and the
telescope for understanding
learning and teaching in
powerful ways. What was
previously invisible can now
be studied and shaped.
Chris Dede
5. How
well am
I doing?
What am I
learning
today?
What am I
doing this
for?
What
does
success
look
like?
How
can I
improve?
6. Invisible teaching
Do they
know
what they
are
expected
to do?
Did
everybod
y really
get it?
What are
they
really
thinking?
What
impact
does
my
teachin
g have?
7. Intentions
1. Be (more) aware of the importance of making learning
visible to both teachers and learners
2. Be (more) familiar with a range of strategies and
techniques for making learning visible
3. Be (more) aware of how to support teachers as they
learn about and embed visible learning strategies into
their practice
9. Making learning visible?
What do you understand by ‘making learning
visible’?
To answer this question
1) Grab your smartphone or tablet
2) Go to https://padlet.com/silvanamrichard/visible
or scan this code with a QR reader
15. Making learning more visible
Strategies for teachers
1. Sharing learning intentions with students
2. Working with success criteria
3. Seeking out feedback on learning
17. Why share learning intentions?
Sharing learning intentions with students
• is an impactful intervention
• makes the focus and direction of the lesson
explicitly clear to both teachers and students
19. Good learning intentions
• state
1. what we want students to learn or achieve
2. to what level
3. why we want them to learn this
• are
• specific and clear to students
• ambitious (= appropriately challenging)
for every student differentiated
20. An example
Today you will learn to use
the passive voice accurately
to explain the process of rubbish
recycling.
This will help you describe
processes appropriately in
reports for IELTS Writing task 2.
.
21. An example
Today you will learn to use the
passive voice accurately to
explain the process of rubbish
recycling.
This will help you describe
processes appropriately in
reports for IELTS Writing task 2.
.
WHAT?
22. An example
Today you will learn to use the
passive voice accurately to
explain the process of rubbish
recycling.
This will help you describe
processes appropriately in
reports for IELTS Writing task 2.
.
TO WHAT
LEVEL?
23. An example
Today you will learn to use the
passive voice accurately to
explain the process of rubbish
recycling.
This will help you describe
processes appropriately in
reports for IELTS Writing task 2.
WHY?
24. Discuss in your group
1. When you watch lessons, how often do you see
teachers display, share and review learning intentions
with their learners?
2. Is this something you encourage them to do?
Why (not)?
3. What are the typical issues with the learning
intentions written by the (trainee) teachers you work
with? (If they don’t display these, then think about the
learning objectives or outcomes they write in their
plans). How do you help them get better at this?
4. How much feedback do you give them on their
learning intentions, and how high are your
expectations?
4 mins
25. Issues with learning intentions
(Trainee) Teachers’ issues
• Vague, unclear
• Not sufficiently challenging
• Not differentiated
• Worded as activities or stages in the lesson
(e.g.: ‘We will review future forms’ )
26. Issues with learning intentions
Trainers’/DoSes’ issues
• Do not always give teachers sufficient or
regular feedback on learning intentions
• Do not always consider it important that
teachers get learning intentions right -
insufficient practice on this
27. Supporting teachers
1. Distinguish between good and bad examples
2. Improve bad models
3. Student-proof outcomes to create clear
learning intentions
4. Self and peer assess against criteria (SMART)
30. 4. Assess against criteria
Self and/or peer assess learning intentions (the ‘SMART test’)
31. 4. Assess against criteria
Self and/or peer assess learning intentions (the ‘SMART test’)
32. Advice for teachers
Encourage teachers to do this
and feed back on this
1. Display and communicate learning intentions
at the start of the lesson, or produce them in
conjunction with students
2. Check with students that they are clear about
the learning intentions
3. Talk to students about why they are studying
what they are studying
4. Ask the students to self-assess against the
learning intentions at different points in the lesson
34. ‘Thumbometer’
= always = from time
to time
= never
1. I teach teachers explicitly about success criteria.
2. I expect teachers to work with success criteria
in their lessons.
35. John Hattie
2. Success criteria
Visible learning is
when students know
what success looks like
before they start
36.
37. 2. Success criteria
Statements that
describe upfront
how both the teacher
and the learners
will know that they
have been successful
in achieving
the learning intention
Developing
success criteria
is a vital element
of formative
assessment
What? What for?
38. Success criteria – Example 1
Level: A2
Task: Speaking: Describe a picture
Success Criteria:
• Describe where people are, using 4-8 prepositions
• Describe what clothes people are wearing
• Use 5-10 verbs in the Present Continuous correctly
Source: Anna Young, Bell Cambridge
40. Success criteria – Example 2
Level: B2 (FCE)
Task: FCE, Speaking, Part 2, the ‘Long Turn’.
Talk about two photos on your own for a minute.
Then answer the question the examiner asks.
41. Success criteria – Example 2
Success Criteria:
• Use correct forms of comparative adjectives
• Use language to talk about similarities
• Use language to talk about differences
• Use vocabulary related to the topic of the photos
• Use linkers correctly
• Answer the question
Source: Emily Curran, Bell Cambridge
43. A possible procedure:
writing with success criteria
1. Elicit success criteria after analysing a good model
text.
2. Joint writing using success criteria as a guide.
3. Students write their text and use the success criteria
as a checklist before submitting it.
4. Peer assessment using the success criteria.
5. Teacher assessment using the success criteria.
46. Joint writing with
success criteria in mind
Set the
scene
(when, who,
where, for
how long)
Give details
using past
simple and
adjectives
Make
recommend
-ations
using
imperatives
53. Feedback and
assessment strategies
Evidence of deliberate planning of feedback
1. Random nomination strategy to avoid undirected questioning
2. Specific and focused monitoring
55. What have we done?
a) Broaden the range of feedback strategies
b) Help teachers match activity with strategy
c) Make the feedback strategy explicit
56. Broaden the range
of feedback strategies
Pose, pause, pounce and bounce
Thumbs up/down/middle
Smiley faces
Online instant feedback
Random nomination
58. Help teachers match activity
with feedback strategy
Source: Lindsay Warwick, Bell Cambridge
59. Teacher
activity
Students’
activity
Feedback strategy
Give instructions –
remind Ss not to
supply answers.
Read out 5
statements.
Notice who
understood and
who didn’t.
Listen.
Listen to the
statements.
Hold up T/F cards.
Immediate visual
feedback - T/F
cards
Make the feedback strategies
explicit in the procedure
60. Making it happen at Bell
A multipronged approach
Assessment
criteria in
observation form
A sustained
thematic thread
in CPD
programme
Learning walks
Action Research
(and
dissemination)
Making
learning
visible
Quality assurance Teacher learning
