- Almost nothing we do harms kids
- Most of what we do leads kids to learning
- Therefore, instead of talking about "what works", we should be focused on "what works best"
Doug Fisher says that Hattie's work tells us what works, how it works and when it works. Deb Masters suggests the Mindframes for Teachers and Leaders represent a succinct story of the Visible Learning Research.
To clearly show what works best (has greater probability of having a high impact on student learning), Hattie used the research to calculate the effect size for each influence studied. He found that an effect size of d = 0.15 to d = 0.40 represented what teachers can accomplish in a typical year of schooling. He argued therefore, we must focus on those strategies that have an effect size of d = 0.40 and higher; those influences that work best.
|My sketchnotes from Masters' session on the 10 Mindframes for Teachers & Leaders.|
Although Nagel showed the following slide during his keynote, I was still left confused; what the heck was an Assessment-Capable Learner? How do we develop these types of students?
|A slide explaining the attributes of an Assessment-Capable Learner from Dave Nagel, February 2016|
Those that have an initial misunderstanding of an Assessment-Capable Learner aren't alone. When asked, "Why are we striving for an 'assessment-capable learner' and not a 'self-regulated learner?'" Hattie admitted that he struggles with a lot of "those words". Rather, he suggests that we think about Assessment Capable Learners in this way: "When students see themselves as their own teachers."
Each keynote and breakout session at the Annual Visible Learning Conference in Washington, D.C. allowed me to further construct my own understanding of Assessment-Capable Learners. Below, I share a synthesis of my thinking:
- can answer the following three questions, as long as teachers have clearly communicated learning intentions and success criteria (teacher clarity: d = 0.75)
- What am I learning?
- Why am I learning it?
- How will I know when I've had success & have learned it?
- know where they are, where they're going (based on clear learning intentions & success criteria) and their next steps to move forward.
- know the language of learning (VOICE) and make decisions about their learning (CHOICE)
- are open to and expect feedback.
- give feedback to others, because they recognize the powerful impact they can have on their peers' learning.
- set challenging, yet realistic learning goals AND put forth the effort to reach them.
- are active, involved and engaged in their own learning.
- are radical change agents
- see errors as opportunities for learning
- exhibit the eight Mindframes for Learners:
- I want to know what success looks like.
- I like challenging goals.
- I want to master and have deep learning.
- I am confident I can learn.
- I want to become my own teacher.
- I engage in dialogue, not monologue, about my learning.
- I like to plan to implement my learning goals.
- I want to learn to be strategic in my learning goals.
As I continue to construct my own understanding of an Assessment-Capable Learner, I begin to ask: what do we teachers need to do to develop these dispositions and encourage these actions in the learners with whom we work?