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  1. Strategy Overview

    Strategy Source 

    John Hattie, Visible Learning For Teachers

    About The Author:  

    John Hattie has been a Professor of Education, and Director of the Melbourne Education Research Institute at the University of Melbourne, since 2011. He has written many best-selling books regarding Visible Learning. John Hattie's Visible Learning for Teachers comes jam-packed with evidence-based research into improving school learning. The book includes step-by-step guidance on effective teaching strategies. 

    What is Visible Learning Feedback?   

    Visible Learning Feedback involves teachers seeing learning through the eyes of their students, and students seeing teaching as the key to doing well in their ongoing learning. The notion is that when teaching is visible and transparent, students will know what to do, and how to do it. The teacher will also know if learning is taking place or not. Teaching and learning is visible when the learning goal is both challenging and clear. 

    One method of achieving this is through Visible Learning Feedback. John Hattie believes that one of the most powerful, single influences that propels achievement is feedback. According to Hattie, Visible Learning Feedback needs to be clear and meaningful. It needs to be presented in a way that the student will understand, with logical connections. 

    It should also provide reasoning on how and why the student has or has not met the expected standard, and should detail exactly what they can do to improve their work.

    How Can I use Visible Learning Feedback?   

    You can use Visible Learning Feedback by asking your students the Three Feedback Questions. These being:

    Where am I going?
    How am I going to get there?
    Where to next?

    The first question, Where am I going, relates to student aspirations and targets. Teachers should try and communicate at the start of the lesson, both the goals and objectives, and the success criteria. This helps to give students structure and lets them know exactly what's expected from them.

    The second question, How am I going to get there, will set clear instructions of how your pupils will reach the set targets. This will help students devise a clear plan of their next course of action. By asking these questions, your students will develop self-regulation and reflection, as well as take responsibility for their own progress.   

    Lastly, where to next, will give your students an insight into where they will stand if they reach their targets. This question should inspire them to do well as it provides an insight of what they might achieve if they work hard.

    It can be a good idea to designate some time each week to let your students think about these questions. They could document them, and keep a record too. This will help them see how far they come and set future targets.

    If you need some more support on giving feedback, check out this Give Feedback On Writing as Class strategy page. 
  2. Choose this strategy if you want to...
    - Help pupils develop self-regulation and reflection,
    - Help children to see why they are doing something.
    - Stop having to repeat feedback because the feedback is so valuable the first time round.

    Read a case study of how a teacher put this strategy into place, and see the impact it had on their pupils.

    Interested in this strategy?
    If you're not already signed up, click here to register for a free account. If you already have an account, click here to choose this strategy as a 6-week initiative. (It only takes 10 minutes to start an initiative!)
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