Collaboration - Sites DFI Week Five - Visible Learning.

The focus for today's Manaiakalani pedagogy talk was about their kaupapa of 'Visible Learning'. This is a multi layered concept. The idea that the children should be able to relate to material  presented in a way that they feel connected with the school resonated with me. How will they know that the work presented to them comes out of their school and is relevant to their context?

Leading Lights wellbeing site

 Not only should the children be engaged and learning (not the same thing) but also the online content should reflect our school's style and culture. The idea of our students feeling connected matters to their wellbeing. There are articles aplenty that talk about this. (Nathan Wallas, Hattie and many others). Leading Lights, our localised collaboration between the Ministries of Education and Health, has many great articles showing how important it is for students to connect with their school, teachers, friends, whanau. The same goes for us.

It was good to be reminded about 'cultural capital' - what it is that we learn as we navigate life and relationships that help us to 'fit in'? It strikes me as an example of social inequity; when some children learn very quickly the language of learning, the nuances of 'teaching and learning' and others don't. I like the idea that digital technologies even out some of the social inequities but understanding the hidden culture behind what the teacher is meaning is still relatively hit and miss for many of our tamariki.


(Boudiue&Gerwitz)

Visible learning in terms of children having access and clarity around their next step learning has been considered good practice for years. We laboriously pinned up our WALTS and LI's on the walls each week and tried to remember to point them out to children; the posters became background wallpaper in moments. We glued them into their books and had them copy them down. We glued curriculum progressions into the backs of students' books in an attempt to personalise them and highlighted or ticked as they mastered them. The introduction of 1:1 computers and progressions (goal) based information not only makes learning visible and personalised for students but also their parents. This is the age of relevant, timely, clear information and it is good. Each child should be able to see the planning and have a voice over the planning process. Children should be able to have conversations about whether or not they are meeting their goals and should expect to have conversations about how they can achieve these goals. The age of just do it because this is what I have planned are fortunately long gone. Transparency and accountability is part and parcel of authentic learning.

Visible learning on walls and tables emphasise and give evidence  of what is happening in learning for the children in the hub. They show and encourage student engagement and give a point of reference for our students. Word walls, interactive displays (can be taken away and put back, or manipulated in some way) have not lost their relevance and are just as important as the site, slide show, explain everything or video. Thankfully this is something that we do not want to lose sight of in my school.

As teachers we have historically thrown the baby out with bath water, what do you think?