Visible Learners: “What I learned today” from Teaching Literacy in the Visible Learning Classroom, K-5
Let’s begin with a clear picture of Visible Learners. When teaching is intentional and learning is purposeful, children can take ownership over their learning journeys. What do visible learners sound like?
Creating Visible Learners from Teaching Mathematics in the Visible Learning Classroom, K-2
Our goal is to grow visible learners. Visible learners demonstrate 6 characteristics. To reach our goal, our focus must be on learning.
What does Teacher Clarity mean in PreK-2 mathematics? From Teaching Mathematics in the Visible Learning Classroom, K-2
Teacher clarity is communicating the what, why, and how of learning. Through teacher clarity, educators partner with young leaners to intentionally communicate and make sense of learning intentions and success criteria.
Balancing Surface, Deep, and Transfer Learning from Teaching Science in the Visible Learning Classroom, K-12
As learners progress toward mastery, they go through three phases of learning: surface, deep, and transfer learning. We need to select the right instructional strategy at the right time to meet each learner where they are and help move them forward through the phases.
Surface, Deep, and Transfer Learning: Kindergarten from Visible Learning for Literacy, K-12
Step into a kindergarten (5-year-old) classroom to see children engaged in surface, deep, and transfer learning through a read aloud.
Student Modeling Through a Think Aloud from Teaching Mathematics in the Visible Learning Classroom, K-2
Watch a four-year-old learner teach his class by modeling and thinking aloud. See learning intentions and success criteria communicated through the learner’s model and think aloud as well as visuals.
Making Learning Clear for Students from Teaching Science in the Visible Learning Classroom, K-12.
See a three-year-old classroom with success criteria displays to support both teachers and learners’ intentional engagement.
Learning Intentions in the Elementary Classroom from Visible Learning for Mathematics, K-12
Mathematics is mathematical content, practices, and dispositions. Learning intentions should reflect all three. Watch a kindergarten teacher engage children in making sense of learning intentions based on mathematical practices.
Achieving Teacher Clarity With Success Criteria from Visible Learning for Mathematics, K-12
Communicating and making sense of learning intentions and success criteria is key for effective learning. Concrete materials, language, and collaboration can make success criteria clear.
Discussion in the Science Classroom from Teaching Science in the Visible Learning Classroom, K-12
Before we engage with children through conversation, we need to listen. This three-year-old teacher values listening to her learners as the starting point for all of her instruction.
Vocabulary to Solidify Surface Learning from Visible Learning for Mathematics, K-12
Language is the linchpin of learning in early childhood. In this kindergarten classroom, the teacher intentionally engages children in learning mathematical vocabulary in order to solidify their learning in the surface phase.
Making Science Surface Learning Visible from Teaching Science in the Visible Learning Classroom, K-12
See three-year-olds engage in deliberate vocabulary instruction and practice in science.
Questioning That Guides Learning from Visible Learning for Mathematics, K-12
Teacher questioning is another way to facilitate language and conversation as well as scaffold meta-cognitive strategies
Student Discourse That Builds Understanding from Visible Learning for Mathematics, K-12
Talk is critical in the early childhood language. When children talk with each other, they build understanding. Here is a kindergarten class engaged in mathematical discussion.
Student Engagement Through Active Learning from Teaching Science in the Visible Learning Classroom, K-12
Intentional learning is relevant to young learners, facilitates the making of connections, and sparks conversation. These three-year-old scientists are active visible learners.
Transferring Scientific Processes to Science Learning from Teaching Science in the Visible Learning Classroom, K-12.
Through language and learning experiences with the developmentally appropriate level or right level of challenge, this three-year-old teacher engages her learners in meaningful scientific content and processes.
A Model for Structuring a Conceptual Lesson from Teaching Mathematics in the Visible Learning Classroom, K-2
Visible Learning is a method and a mindset. In this visible learning prekindergarten classroom, watch and listen as the teacher explains how she uses Visible Learning to create lesson structures and engage intentionally with learners in math.
Using Guided Questions to Clarify and Extend Understanding from Teaching Mathematics in the Visible Learning Classroom, K-2
As four-year-olds work on math tasks, watch their teacher ask questions aligned with the learning intentions and success criteria in order to make learning intentional.
Feedback Without Taking Over the Thinking from Teaching Mathematics in the Visible Learning Classroom, K-2
Feedback is a critical piece of Visible Learning classrooms. In this four-year-old classroom, watch the teacher interact with a learner, provide feedback, and engage her in meta-cognitive strategies.
Building Metacognition from Teaching Mathematics in the Visible Learning Classroom, K-2
Early childhood educators and their learners work together as evaluators of learning growth. Listen as these prekindergarteners demonstrate their growth as visible learners who know their current level of understanding and can communicate what they do and do not yet know.
Effective Feedback from Teaching Science in the Visible Learning Classroom, K-12
Watch three-year-olds engage with feedback through discourse and practice meta-cognitive skills.
Grouping Strategies for Deep Learning from Visible Learning for Mathematics, K-12
Formative evaluation can help drive next instruction, including identifying small groups of children who are ready for similar levels of challenge.
Table V.2 Videos
Choosing the Right Task for Procedural Knowledge
Listen as this kindergarten teacher shares her planning process, including creating learning intentions and success criteria, selecting a task, and intentionally planning each component of her lesson: mini-lesson, worktime with conferences, and sharing.
Setting the Stage for Procedural Learning
See the mini-lesson.
Supporting Procedural Learning and Checking for Understanding
Follow the teacher as she interacts with the children while they work
Differentiating Procedural Learning
Watch the teacher adjust the task so that each learner engages at the right level of challenge at the right time.
Assessing Student Progress and Planning Next Steps
Sit in on a planning conversation after the lesson as the teacher analyzes student work and uses her conference notes for formative evaluation and planning the next day’s lesson.
Table V.3 Videos
Setting the Stage for Transfer
See the fourth grade mini-lesson – the tutors training session.
Scaffolding Learning in a Transfer Learning
Watch the fourth grade tutors engage intentionally with the prekindergarten tutees.
