Join us in Visible Learning workshops and learn literacy practices that ensure students demonstate academic growth. Based on Dr. John Hattie's synthesis of more than 15 years of research involving millions of students, these practices make learning visible for teachers and students to see.
You will learn in interactive workshops ways to design learning experiences in all content areas for your students that have a clear purpose, use the right approach to hit the surface, deep, and transfer phases of learning, and support students becoming more self confident learners able to track their own progress. Hattie's research shows us which instructional routines have the most impact on learning, and we'll explore the most effective ones and how to use them in classrooms.
In one work session School leaders will study and consider how teacher atttiude and 'mind frames' affect the impact of their teaching. Dr. Hattie believes how teachers think about teaching is the core of their competence as teachers. We'll also discuss which instructional routines have the most impact on learning and how to encourage teachers to use them.
Participants will receive books for Visible Learning for Literacy, Visible Learning for Mathematics, and Assessmnent-Capable Learners in those workshops.
NOTE: The Visible Learning Workshops were created and will be presented by Region 13 literacy specialists as a part of our collaboration with Corwin, the publishers and providers of professional development for Visible Learning and John Hattie's work.
In an era of high stakes standardized testing, it is more critical than ever that teachers and school leaders help students become self-confident learners. John Hattie has described these learners as assessment capable. In this workshop, we will examine and apply specific instructional strategies to build their ability to develop the following characteristics of an assessment capable or self-confident learner:
1) know their current level of understanding and are confident in taking on challenges
2) select tools to guide their learning
3) seek feedback and recognize errors as opportunities for learning
4) monitor their progress and adjust their learning
5) recognize their learning and teach others
It is important to note that these student characteristics move the ownership of the learning to the student rather than the teacher.
Participants will receive the book Assessment Capable Learners by Fisher, Frey, and Hattie.
Audience:
Teachers and school leaders