Over the past few years, the school staff have undertaken action research into how children learn best via a project called Visible Learning. This has been based on the ‘Mind Frame’ work by John Hattie. Our focus has been on analysing our evidence, trialing different strategies and presenting our findings. We are currently working with the Trust to achieve accredited status.
As a Visible Learning school our aim is that..
Pupils take ownership of their own learning. They know where they are within the curriculum and what their next steps are. Using their knowledge of their learning track their own progress. The pupils know what to do when they come across something they don’t know and have strategies to progress with their learning. Pupils seek feedback and respond to it, and more importantly they give feedback to staff about their teaching.
Pupils are active in their learning and are assessment capable. Assessment Capable Learners can ask and find the answer to: Where am I going? How am I going there? Where to next?
Pupils can employ a range of meta-cognitive strategies developed through a shared language of learning. Pupils see learning as hard work, have a ‘can do’ approach and a desire to succeed.
Through our work on introducing and then embedding Visible Learning strategies we encourage children to really challenge themselves. Each class, has a ‘learning pit’ when they find the learning difficult and challenging. The children often put themselves in to the pit, and work on strategies and skills to assist in their learning in order to achieve their learning intention and success criteria. We encourage the children to place themselves in the pit as this is where learning is at its best.
Visible learners are able to:
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