that goes up and is created right inside of the lesson. This does not have to be posters but rather chart paper, pictures, educational language, co-constructed criteria, etc. Now imagine the walls being covered with the learning as you go. The problem is, that most of the time, nobody uses the posters to learn. So many classrooms are lined with beautiful and expensive posters.

It helps students and teachers to articulate what they are learning and why, helps them talk about how they are learning and the strategies they are learning, and they can articulate their next step. The best part, is that visible learning also helps to boost student’s own confidence and expectations of themselves because they see language, work samples, and models to strive for.Īccording to John Hattie (author of visible learning into action), visible learning promotes deeper and transfer thinking. It sets expectations of the quality that is expected. It also gives them tools to refer to, a roadmap of the learning, and the language to justify and dive deeper. It instantly gives the visitor inside of the classroom, as well as the students who are learning, a visual of the learning that is happening. This type of documentation of practice promotes conversation or deepens understanding about one or more aspects of a learning experience. Visible learning also fosters collective efficacy because it makes the learning visible so that teachers can learn from each other and align practice. In other words, it establishes that the learning must be obvious, rather than assumed. John Hattie states that visible Learning and teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching. According to John Hattie, visible learning is one of the most effective ways to build collective efficacy and improve student learning and teacher craft.

Visible learning strategies