WEBVTT 00:00:00.000 --> 00:00:01.000 Music 00:00:01.000 --> 00:00:16.320 So I asked you to look at the two lists of leadership 00:00:16.320 --> 00:00:23.260 and to consider the leaders that you know or the leader you might actually be 00:00:23.260 --> 00:00:27.400 or the policy you have in place and how you actually think 00:00:27.400 --> 00:00:32.220 your leadership styles or the leadership styles you see fit with that. 00:00:32.600 --> 00:00:35.480 So maybe there needs to be some explanation. 00:00:36.380 --> 00:00:40.960 We're talking about, with transformational leaders, 00:00:41.340 --> 00:00:44.780 we're talking about people who really provide that inspiration, 00:00:44.780 --> 00:00:50.060 that notion of visions and goals, really clear visions and goals for the school. 00:00:50.540 --> 00:00:54.520 And you see down the bottom, there's a high degree of autonomy for the school. 00:00:54.520 --> 00:00:57.020 The school, really, they're setting their direction 00:00:57.020 --> 00:00:58.680 and their purpose. 00:00:59.840 --> 00:01:01.660 And then on the right-hand side, 00:01:01.660 --> 00:01:04.900 we've got quite a different view of what a leader does 00:01:04.900 --> 00:01:09.320 with a focus on the teaching and learning in the school. 00:01:09.320 --> 00:01:12.200 They complete classroom observations. 00:01:12.200 --> 00:01:14.880 They're actually highly visible in the school. 00:01:14.880 --> 00:01:17.280 There's that word again. 00:01:17.280 --> 00:01:20.200 They're out there, actually in classrooms, 00:01:20.200 --> 00:01:21.700 working with teachers. 00:01:21.700 --> 00:01:24.340 They're looking at assessment information or teaching 00:01:24.345 --> 00:01:28.785 student results and analysing that and discussing that with teachers. 00:01:33.465 --> 00:01:37.665 They also make sure that the class atmospheres are conducive to learning. 00:01:37.765 --> 00:01:38.605 It is important. 00:01:40.745 --> 00:01:44.325 So when we think about where we're going to get the biggest effect, 00:01:45.385 --> 00:01:49.045 we can see what the data says. 00:01:49.045 --> 00:01:56.805 So an instructional leader is over the point four. 00:01:57.905 --> 00:02:00.945 A transformational leader is not. 00:02:02.045 --> 00:02:05.585 And it's interesting, it doesn't mean you have one and not the other. 00:02:06.525 --> 00:02:09.885 It means where is your focus as a school leader? 00:02:11.085 --> 00:02:14.205 And I work with school leaders all around the world. 00:02:14.205 --> 00:02:23.985 In fact, I was working with one recently of a very large school and he said to me, I've 00:02:23.985 --> 00:02:31.405 got my deputy principals, my vice principals, my assistant principals, they do all that instructional 00:02:31.405 --> 00:02:39.025 leadership stuff, they do that and I do the transformational leadership. I go to the meetings 00:02:39.025 --> 00:02:44.185 and organise the vision and things. My challenge to him was, well why don't you turn it around 00:02:44.185 --> 00:02:48.685 Why don't you do the instructional leadership? 00:02:48.690 --> 00:02:55.510 Why don't you be the one who's actually doing the classroom observations and get your deputy principals to do the other work? 00:02:56.550 --> 00:03:05.110 He took a step backwards and thought that was an interesting idea and didn't really enjoy the challenge. 00:03:05.110 --> 00:03:10.670 But when we have a look at the notion of being an instructional leader, we can see the impact. 00:03:10.790 --> 00:03:16.010 So let's just go backwards and have another look. 00:03:16.930 --> 00:03:19.510 So it's not saying one without the other. 00:03:20.310 --> 00:03:23.090 It's saying where is your emphasis? 00:03:24.090 --> 00:03:27.890 What are the systems you have in place to make sure both things happen, 00:03:28.410 --> 00:03:31.450 but where do you place your emphasis as a leader? 00:03:31.990 --> 00:03:36.870 Now Sarah, who you saw in the video, is clearly an instructional leader. 00:03:38.890 --> 00:03:39.450 Clearly. 00:03:40.030 --> 00:03:44.610 She is out and about, and her focus is on student achievement. 00:03:46.010 --> 00:03:56.010 So it's an interesting statistic and it's one that many schools and school leaders I work with really want to spend some time discussing in more depth. 00:03:56.010 --> 00:04:06.010 And we welcome those discussions and it certainly is a big part of the work that we do with schools, school organisations and countries around the world as well. 00:04:06.010 --> 00:04:13.030 Classroom management I talked about before is being very important. 00:04:13.034 --> 00:04:34.854 So some of Fendick's work was talking about having particular ways of working your classroom, having standard processes and procedures, managing your class, being fair, which is one of the words that keeps coming back to us as we interview students and talk to students about what they like in the classroom. 00:04:35.254 --> 00:04:38.094 They like teachers to be fair, they like to feel supported. 00:04:38.874 --> 00:04:42.534 But professional development is one I want to spend just a little bit more time on 00:04:42.534 --> 00:04:48.854 because there's a lot of research about what makes the most effective professional development for teachers. 00:04:49.934 --> 00:04:51.254 And these are some of the factors. 00:04:52.814 --> 00:04:56.434 So consider the professional development that you are involved with. 00:04:56.434 --> 00:04:58.974 Is it over a long period of time? 00:04:59.374 --> 00:05:01.834 And we say that, we say three to five years. 00:05:02.214 --> 00:05:07.614 I'm working with a school at the moment who is wanting to put a lot of initiatives and change in place. 00:05:07.614 --> 00:05:14.114 and we have developed a programme eight years long for that to happen. Eight years. So it's 00:05:14.114 --> 00:05:19.134 a school that's got a lot of developing to do, a lot of work to do. But they know that 00:05:19.134 --> 00:05:25.054 they're not going to do it tomorrow. And a lot of you working here will be saying, but 00:05:25.054 --> 00:05:29.414 you know, in fact I spoke to a table down the back before who said, you know, when we 00:05:29.414 --> 00:05:33.814 have our students come to us at senior high school, if they haven't got these strategies 00:05:33.814 --> 00:05:37.374 then, and they haven't got the language that certainly this 00:05:37.379 --> 00:05:43.599 students in the video had, what can we do about that? It's a big change for them. So we need to 00:05:43.599 --> 00:05:50.739 think about what we can do and how we can introduce the language because it is possible to do little 00:05:50.739 --> 00:05:57.199 things and to make it meaningful. It does involve external experts. So you have somebody coaching, 00:05:57.579 --> 00:06:02.339 you have somebody sitting alongside you. At the moment our organisation, Visible Learning Plus, 00:06:02.339 --> 00:06:05.779 is doing a very large project across Central Australia, 00:06:06.699 --> 00:06:10.439 working with government officials to classroom teachers. 00:06:11.699 --> 00:06:15.519 And they have engaged us to sit alongside the project 00:06:15.519 --> 00:06:17.299 and to coach them through. 00:06:17.559 --> 00:06:19.119 We don't want to do it for them 00:06:19.119 --> 00:06:22.499 because we don't want them to become reliant on us. 00:06:22.499 --> 00:06:25.059 We want them to have the skills and the knowledge 00:06:25.059 --> 00:06:27.339 and the strategies to do it themselves. 00:06:27.979 --> 00:06:30.859 But they have acknowledged that they need some external expertise. 00:06:30.859 --> 00:06:33.879 to ask them those really hard questions sometimes. 00:06:34.539 --> 00:06:38.159 You know, those questions that you probably sometimes would like to forget about. 00:06:38.759 --> 00:06:42.339 Don't want to ask that one because I might get an answer I don't really want. 00:06:43.339 --> 00:06:45.419 We encourage schools to do that. 00:06:46.579 --> 00:06:49.479 What does it mean if you've got teachers who are deeply engaged? 00:06:51.459 --> 00:06:53.559 And to what degree are we deeply engaged? 00:06:55.279 --> 00:06:57.699 Graham Nuttall, who's a New Zealand academic, 00:06:58.079 --> 00:06:59.619 who passed away a few years ago, 00:06:59.619 --> 00:07:01.719 He did a lot of research 00:07:01.724 --> 00:07:09.924 by putting microphones on students and then going home and listening to what the students were saying during the course of the day. 00:07:10.984 --> 00:07:15.144 He's written a book called The Hidden Classroom, and it's very interesting to read. 00:07:15.144 --> 00:07:24.084 But what he discovered was that between 80% to 85% of what was happening in the classroom at any given moment 00:07:24.084 --> 00:07:27.684 had no resemblance to what the teacher was teaching. 00:07:27.684 --> 00:07:35.804 80 to 85 percent. Now I've been a classroom teacher for a number of years and I would like to think 00:07:35.804 --> 00:07:43.784 that my students were 100 percent engaged but I know that sitting in this room right now 80 to 85 00:07:43.784 --> 00:07:50.244 percent of you are not 100 percent engaged or listening to what I'm saying. I remember that 00:07:50.244 --> 00:07:56.304 statistic as I'm talking and I'm watching and I'm thinking how am I managing that? 00:07:57.684 --> 00:08:01.584 So it's a very real statistic for me. 00:08:01.584 --> 00:08:04.884 So how do we get our teachers deeply engaged? 00:08:04.884 --> 00:08:07.744 How do we get them thinking about their practice? 00:08:07.744 --> 00:08:09.624 It challenges their beliefs. 00:08:09.624 --> 00:08:13.024 We run our sessions and teachers get angry. 00:08:13.024 --> 00:08:16.584 And teachers sit there with their arms folded. 00:08:16.584 --> 00:08:19.884 It was just very scary to sit in front of a room full 00:08:19.884 --> 00:08:23.744 of school teachers who are looking very cross and angry. 00:08:24.884 --> 00:08:26.064 Because we're saying things 00:08:26.069 --> 00:08:29.009 that they don't want to hear and they don't believe. 00:08:29.809 --> 00:08:31.569 And they will argue with us. 00:08:31.949 --> 00:08:34.409 And we say, this is the research that's talking. 00:08:35.809 --> 00:08:40.069 Can we really argue with such a vast amount of research? 00:08:40.909 --> 00:08:43.869 And we may have some of those arguments this afternoon 00:08:43.869 --> 00:08:45.849 in terms of discussions. 00:08:46.989 --> 00:08:50.789 And once again, from John's research, John Hattie's research, 00:08:50.789 --> 00:08:54.409 he discovered that teachers talk to each other 00:08:54.409 --> 00:08:58.749 on average of one minute a month about teaching. 00:09:00.049 --> 00:09:03.029 Teachers talk to each other in schools about curriculum, 00:09:04.269 --> 00:09:09.509 about sport, and about kids, their students. 00:09:10.229 --> 00:09:13.589 In high schools, they also add assessment onto that. 00:09:14.729 --> 00:09:17.289 But talking about our craft of teaching, 00:09:18.449 --> 00:09:21.729 our day-to-day work, the strategies we use, 00:09:21.989 --> 00:09:23.629 about a minute a month. 00:09:24.409 --> 00:09:31.409 So in our work we really challenge that and ask teachers to have those deep discussions about our practice. 00:09:31.409 --> 00:09:37.409 School leadership supports teachers opportunities. 00:09:37.409 --> 00:09:46.409 And it's very often I will run sessions in schools and the school leader chooses not to attend the session. 00:09:46.409 --> 00:09:50.409 The schools that I work in that are the most successful, 00:09:50.414 --> 00:09:56.294 leaders are at the front of the room in any session that we run. If the school leader 00:09:56.294 --> 00:10:01.034 isn't there and isn't listening and isn't part of the discussion, we might as well go 00:10:01.034 --> 00:10:08.774 home. It is not going to have a big effect. So what does that mean in your schools? Are 00:10:08.774 --> 00:10:14.554 your leaders actively involved and part of the discussions? So there's some other challenges 00:10:14.554 --> 00:10:21.294 for you in terms of what effective professional development looks like. We've got student-centred 00:10:21.294 --> 00:10:26.934 teaching, and you saw in the video that the students were part of the teaching and learning 00:10:26.934 --> 00:10:34.314 process. Worked examples, where students get examples of what work looks like, and they 00:10:34.314 --> 00:10:39.814 can use those examples to judge the quality of their own work. And I've got Khan Academy 00:10:39.814 --> 00:10:44.614 up there. Because I work in a lot of schools now where students are getting their ideas 00:10:44.614 --> 00:10:51.134 reinforced by looking at Khan Academy videos, by learning science concepts, by actually 00:10:51.134 --> 00:10:56.054 practicing them and looking at those worked examples. And it starts from primary school 00:10:56.054 --> 00:11:02.854 right through to high school. We've got study skills sitting at point 63, and we've got 00:11:02.854 --> 00:11:08.014 a combination of cognitive, metacognitive, and effective study skills that really come 00:11:08.014 --> 00:11:10.314 together to get their biggest effect. 00:11:10.314 --> 00:11:11.874 And metacognitive strategies. 00:11:11.874 --> 00:11:14.754 We spend a lot of time in our work asking 00:11:14.759 --> 00:11:20.339 teachers to think about giving their students those metacognitive skills and strategies as well. 00:11:22.139 --> 00:11:27.119 Teacher-student relationships and students will tell us that they like teachers who are fair, 00:11:27.419 --> 00:11:32.219 who are consistent, but not just the teachers who are great friends with us, 00:11:32.559 --> 00:11:38.619 the teachers who have got really effective teaching and learning strategies and they involve us in the learning. 00:11:39.619 --> 00:11:42.079 They really care about our learning. 00:11:42.459 --> 00:11:47.299 They really want us to share that passion that they have for learning. 00:11:48.199 --> 00:11:52.499 They are the teachers that are going to get the 0.72 effect sizes. 00:11:52.499 --> 00:11:57.939 And it's very deliberate in our research that we say teacher-student relationships 00:11:57.939 --> 00:12:01.679 because the teacher is the adult in the relationships. 00:12:02.559 --> 00:12:07.959 And it has always shocked me when I've been working in leadership positions in schools 00:12:07.959 --> 00:12:11.379 how many teachers do not take the time 00:12:11.379 --> 00:12:15.199 to actually build the relationship with the students, 00:12:16.619 --> 00:12:20.379 to actually communicate issues that they're having with the students. 00:12:20.959 --> 00:12:24.139 So I see a wide range of different practices there. 00:12:25.279 --> 00:12:27.019 Feedback at 0.75, 00:12:28.059 --> 00:12:32.219 and this is one of the areas of research that we're doing a lot of work in. 00:12:32.219 --> 00:12:36.839 We want to understand what really good feedback looks like, 00:12:36.839 --> 00:12:39.099 And not just the feedback that we give to students, 00:12:39.103 --> 00:12:48.863 students, but the feedback that we receive from students about our teaching. So feedback 00:12:48.863 --> 00:12:53.983 is really important. Teacher clarity, once again it's around this notion of being very, 00:12:53.983 --> 00:12:58.663 very clear about what the learning outcomes are, what the learning intentions are, and 00:12:58.663 --> 00:13:03.583 giving students the notion of what success will look like so they can be like the Stonefield 00:13:03.583 --> 00:13:09.083 students and track that success as they're going. So it's not a mystery. It's not something 00:13:09.083 --> 00:13:12.803 they'll find out at the end, hey we're going to be on this journey together 00:13:12.803 --> 00:13:16.563 and we're going to know what it is we're doing, 00:13:16.963 --> 00:13:21.063 why we're learning it today and how we'll know we've been successful. 00:13:21.743 --> 00:13:24.583 Classroom discussion, there's different types of discussion, 00:13:24.823 --> 00:13:28.723 questioning the author, there's types of discussion that 00:13:28.723 --> 00:13:33.223 really have a big impact on student achievement and once again 00:13:33.223 --> 00:13:37.163 you can read the detail of that. But getting right up to the 00:13:37.163 --> 00:13:44.163 top, we've got micro teaching. Micro teaching is when we film ourselves teaching, when we 00:13:44.203 --> 00:13:51.203 take that video home or that DVD home and we really explore and examine deeply what 00:13:51.203 --> 00:13:56.363 our teaching practice is like. But there's more to it than that. We would also say that 00:13:56.363 --> 00:14:02.163 after the lesson you should actually film a group of students being interviewed about 00:14:02.163 --> 00:14:03.443 that lesson. 00:14:03.448 --> 00:14:06.048 And take both of those DVDs home. 00:14:06.248 --> 00:14:12.288 Watch yourself teaching and then watch and listen to what the student said about the lesson. 00:14:13.288 --> 00:14:17.168 Now I work in schools where they've got whole programs of micro-teaching, 00:14:17.168 --> 00:14:21.228 where teachers are thinking deeply about their practice. 00:14:22.188 --> 00:14:27.108 Number five is providing formative evaluation to teachers about their teaching. 00:14:27.248 --> 00:14:32.708 So it's not the appraisal system or the end of the year where we give teachers a grade 00:14:32.708 --> 00:14:37.708 or whatever performance reviews, processes you have in place for your schools, 00:14:38.168 --> 00:14:41.028 but in an ongoing way where I'm in your classroom 00:14:41.028 --> 00:14:45.948 and I'm giving you formative feedback and evaluation about your teaching. 00:14:46.288 --> 00:14:47.488 Point 90. 00:14:48.608 --> 00:14:53.888 How many of us are doing that or receiving that kind of feedback in an ongoing way? 00:14:54.608 --> 00:14:59.808 And at the very top we've got student expectations or assessment capable learners. 00:14:59.808 --> 00:15:01.728 And John, for those of you who have read the book, 00:15:01.728 --> 00:15:04.728 will think, well, that doesn't line up with what he said. 00:15:04.728 --> 00:15:07.528 In his book he called it self-reported grades. 00:15:07.528 --> 00:15:09.188 They all mean the same thing, 00:15:09.188 --> 00:15:11.748 and John has played around with the words, 00:15:11.748 --> 00:15:14.568 but when we have got students in our classrooms 00:15:14.568 --> 00:15:18.968 who can clearly articulate, discuss, 00:15:18.968 --> 00:15:20.828 express what they're learning, 00:15:20.828 --> 00:15:22.768 they know they can predict 00:15:22.768 --> 00:15:24.988 what the assessment result is going to be, 00:15:24.988 --> 00:15:27.788 because they know they're learning so deeply 00:15:27.793 --> 00:15:30.473 They know exactly what their results are going to be. 00:15:30.933 --> 00:15:33.613 That is when we have success in our classrooms. 00:15:34.753 --> 00:15:38.673 So everything that we do in our work and what Sarah is doing in her school 00:15:38.673 --> 00:15:44.673 is leading the students towards being assessment-capable, visible learners. 00:15:45.253 --> 00:15:49.673 Actually having the skills, the strategies, the language, the knowledge, 00:15:49.673 --> 00:15:58.133 the time and the ability and the permission to be leaders of their own learning. 00:15:58.993 --> 00:16:02.873 So Isabel said, you know, I would talk about what visible learning is. 00:16:03.313 --> 00:16:08.453 It's students, teachers, sorry, seeing learning through the eyes of their students. 00:16:09.253 --> 00:16:11.993 Teachers seeing learning through the eyes of their students. 00:16:12.513 --> 00:16:15.553 And students seeing themselves as their own teachers. 00:16:15.553 --> 00:16:17.953 They're the key words for us in visible learning. 00:16:18.933 --> 00:16:26.153 But to wrap it all up, we know that to remember the effect sizes is a bit of a challenge. 00:16:27.573 --> 00:16:31.313 To remember the effect sizes and the priority order is a bit of a challenge. 00:16:31.853 --> 00:16:36.193 And sometimes we work in schools where they say, 00:16:36.473 --> 00:16:42.393 well, I'm just going to take the top ten things on the visible learning effect size chart, 00:16:42.453 --> 00:16:44.913 and you've got one, five, and six up there, 00:16:44.913 --> 00:16:47.993 and I'm going to have it as a checklist 00:16:47.993 --> 00:16:49.673 and I'm going to tick these things off 00:16:49.673 --> 00:16:52.133 and if I've got all these things happening in my school 00:16:52.138 --> 00:16:54.438 hooray, we're a visible learning school. 00:16:54.918 --> 00:16:57.658 And we say, actually, it's a bit more to it than that. 00:16:57.738 --> 00:17:01.998 It's the way that you think that is going to have the biggest impact. 00:17:02.198 --> 00:17:02.998 I'll come back to that one. 00:17:03.478 --> 00:17:06.318 It's the story that you put around the research. 00:17:07.098 --> 00:17:08.778 It's the way you think in your schools. 00:17:09.118 --> 00:17:11.078 So for a lot of teachers we work with, we say, 00:17:11.178 --> 00:17:13.898 look, remembering the effect sizes is a bit too hard. 00:17:14.538 --> 00:17:15.578 What's the story? 00:17:16.018 --> 00:17:17.978 And we talk about mind frames 00:17:17.978 --> 00:17:20.738 and having a whole set of mind frames, a way of thinking. 00:17:20.738 --> 00:17:27.458 And we work with a lot of teachers in schools around changing beliefs, changing the ways they think. 00:17:28.378 --> 00:17:29.638 Are you an evaluator? 00:17:29.738 --> 00:17:35.058 As a classroom teacher, as a school leader, as a policy leader, are you an evaluator? 00:17:35.478 --> 00:17:40.598 Are you thinking about why you're doing things or are you crossing your fingers and hoping for the best? 00:17:41.478 --> 00:17:44.418 What does decision making in your school look like? 00:17:44.418 --> 00:17:48.478 I have worked in a school recently 00:17:48.478 --> 00:17:50.818 where the school principal knew 00:17:50.818 --> 00:17:54.018 it was a very, very poor socioeconomic school 00:17:54.018 --> 00:17:56.678 and the school principal had read the research 00:17:56.678 --> 00:17:59.858 and he knew that getting parents involved in the school 00:17:59.858 --> 00:18:01.378 was very, very important 00:18:01.378 --> 00:18:04.118 he couldn't get his parents to come to school 00:18:04.118 --> 00:18:06.378 they were not parents who had liked school 00:18:06.378 --> 00:18:07.298 when they had been there 00:18:07.298 --> 00:18:08.798 and he tried everything 00:18:08.798 --> 00:18:10.058 he had coffee mornings 00:18:10.058 --> 00:18:12.618 he had barbecue evenings 00:18:12.618 --> 00:18:13.838 he had sports events 00:18:13.838 --> 00:18:16.478 to try and get the parents to come to school. 00:18:16.483 --> 00:18:34.003 Nothing was working. So he went and did a little bit of research. And what he found out was that the parents in his school didn't have enough money to have washing machines. They were going to the laundromat or to their neighbours or to a relative to do their washing. 00:18:34.943 --> 00:18:38.223 So he thought, ha ha, I know what I'm going to do. 00:18:38.643 --> 00:18:41.343 I'm going to put washing machines in my school. 00:18:42.403 --> 00:18:45.683 So down the back of the school, in an unused kind of an area, 00:18:46.383 --> 00:18:48.923 he put four washing machines in the school. 00:18:49.503 --> 00:18:52.523 And he invited the parents to come in and to do their washing. 00:18:53.923 --> 00:18:55.863 And of course, while the parents were there, 00:18:56.003 --> 00:18:59.223 they took the opportunity to have teachers talking to parents 00:18:59.223 --> 00:19:01.503 and really building those relationships. 00:19:02.383 --> 00:19:04.623 Now that principal had a decision to make. 00:19:05.183 --> 00:19:11.903 He could have given everybody an iPad, but he decided to use washing machines. 00:19:13.103 --> 00:19:14.563 Now he was an evaluator. 00:19:15.343 --> 00:19:20.243 Where am I going to get the biggest impact for the limited funds that I've got? 00:19:20.243 --> 00:19:26.923 Is it in iPads or interactive whiteboards or in new fancy equipment or is it in washing machines? 00:19:26.923 --> 00:19:32.923 His school leaders thought he was a little bit silly and really questioned what he was doing, 00:19:32.923 --> 00:19:35.923 but he got huge effects from the washing machines. 00:19:35.923 --> 00:19:40.823 So are you an evaluator of what you're doing in your school? 00:19:40.828 --> 00:19:41.988 You're a change agent. 00:19:42.448 --> 00:19:46.348 Your moral purpose in education is to change the lives of students. 00:19:47.228 --> 00:19:48.488 Is that what you're doing? 00:19:48.988 --> 00:19:50.268 And how are you doing that? 00:19:50.788 --> 00:19:52.268 You are a change agent. 00:19:52.868 --> 00:19:55.748 So a lot of this comes from Carol Dweck's work, 00:19:56.108 --> 00:19:59.188 who talks about having fixed, do you have a fixed mindset? 00:19:59.848 --> 00:20:01.668 Or do you have a growth mindset? 00:20:02.368 --> 00:20:04.248 Do you think about things in a fixed way? 00:20:04.468 --> 00:20:07.188 Or as an opportunity to do something differently? 00:20:07.608 --> 00:20:09.888 And we all work with educators in schools. 00:20:09.888 --> 00:20:12.168 We all know them if we've all worked in schools. 00:20:12.468 --> 00:20:14.528 Those teachers who have very fixed mindsets, 00:20:14.668 --> 00:20:16.748 we've done it this way for 30 years. 00:20:17.408 --> 00:20:18.528 Why change now? 00:20:19.148 --> 00:20:20.728 Or do we have growth mindsets? 00:20:20.788 --> 00:20:22.028 So you are a change agent. 00:20:22.148 --> 00:20:23.008 That is your job. 00:20:23.708 --> 00:20:25.208 Your job is to make progress, 00:20:25.348 --> 00:20:30.288 0.4 of an effect size progress for every student every year. 00:20:32.288 --> 00:20:34.388 I talk about learning, not about teaching. 00:20:34.548 --> 00:20:36.488 If I were to come into your schools tomorrow, 00:20:36.488 --> 00:20:39.788 I would be asking the students what they're learning today. 00:20:39.888 --> 00:20:46.448 That's the only question I'd be asking. I'd get alongside the students and say, tell me 00:20:46.448 --> 00:20:52.928 what you're learning today. And often it bears very little resemblance to what the teacher 00:20:52.928 --> 00:20:58.028 is teaching. So I wouldn't be watching what the teacher's teaching, I'd be watching what 00:20:58.028 --> 00:21:05.168 the student is learning. And it's a very, very important distinction to make. So we need 00:21:05.172 --> 00:21:10.552 to talk about learning and how students learn rather than how we teach. And of course we 00:21:10.552 --> 00:21:14.292 need to talk about the way we teach because the way we teach affects the way students 00:21:14.292 --> 00:21:18.212 are going to learn. But it's the way we think about it. We need to think about learning, 00:21:18.632 --> 00:21:24.132 not about teaching. I see assessment as feedback to me. It is my feedback about the groups 00:21:24.132 --> 00:21:30.832 of students I had the biggest impact on. It's my feedback about where there are gaps. It's 00:21:30.832 --> 00:21:33.292 my feedback about what I might need to reteach. 00:21:35.752 --> 00:21:39.792 And that's a big mind shift for some people who think that assessment is feedback to the 00:21:39.792 --> 00:21:42.272 students about what they did well and what they didn't do well. 00:21:43.152 --> 00:21:45.952 And we want to change that and we want to challenge that thinking. 00:21:49.392 --> 00:21:52.572 As a teacher, I encourage my students to talk. 00:21:53.872 --> 00:21:55.432 Now today has been monologue. 00:21:56.292 --> 00:21:58.552 There hasn't been any dialogue so far. 00:21:58.552 --> 00:22:06.572 But we know that we're going to learn best when there is dialogue, you have the opportunity to discuss things and learn from each other. 00:22:07.512 --> 00:22:10.012 So what do we want our classrooms to look like? 00:22:10.312 --> 00:22:14.912 The left hand side, which is possibly where some of you might be sitting at the moment. 00:22:16.112 --> 00:22:18.792 Or down in the right bottom corner. 00:22:19.372 --> 00:22:25.692 That's the young man that I want sitting in my classroom, who's totally engaged and an active participant in learning. 00:22:25.692 --> 00:22:29.512 But so many classrooms, it's the teachers' 00:22:29.517 --> 00:22:35.637 talking 80 to 90 percent of the time. In fact the evidence shows that when you 00:22:35.637 --> 00:22:44.497 reduce class sizes, make classes smaller, teachers actually talk more. I set 00:22:44.497 --> 00:22:49.797 challenge for students. I set challenge for them. I believe that they can do it. 00:22:49.797 --> 00:22:56.357 We set challenges with targets, with specific targets where they are part of 00:22:56.357 --> 00:22:58.777 of knowing what progress looks like? 00:22:59.017 --> 00:23:00.437 Do you set the challenge, 00:23:00.717 --> 00:23:03.517 both for yourself as an educator and for your students? 00:23:03.777 --> 00:23:05.637 What is your mind frame around challenge? 00:23:05.797 --> 00:23:07.057 How do you think about that? 00:23:08.157 --> 00:23:10.117 I develop positive relationships, 00:23:10.337 --> 00:23:14.717 and the positive relationships are so it's okay in my classroom 00:23:14.717 --> 00:23:16.077 for you to make a mistake. 00:23:16.897 --> 00:23:20.197 Because a lot of students are terrified of making mistakes 00:23:20.197 --> 00:23:24.337 because they might actually get told off by their peers, 00:23:24.337 --> 00:23:25.097 their classmates, 00:23:25.097 --> 00:23:29.097 because sometimes classmates can be pretty horrible to each other. 00:23:29.097 --> 00:23:36.097 But it needs to be a safe place where mistakes are seen as a way of learning. 00:23:36.097 --> 00:23:40.097 There's no point coming to class and not making mistakes. 00:23:40.097 --> 00:23:43.097 If we know it all, then why do we do it in the first place? 00:23:43.097 --> 00:23:47.097 So we develop positive relationships for learning. 00:23:47.097 --> 00:23:52.097 And you saw in the video that those students use the language of learning. 00:23:52.097 --> 00:23:53.857 Very deliberate strategy in that. 00:23:53.862 --> 00:23:57.762 school to actually for students to know that language, to have that shared 00:23:57.762 --> 00:24:06.282 language right across the school. And the last one is I see learning as hard 00:24:06.282 --> 00:24:11.982 work. It's Stonefield School, they have got an expression that they use with 00:24:11.982 --> 00:24:19.242 students where they say today I'm going to put you in the pit and the pit is a 00:24:19.242 --> 00:24:22.742 is a place that you go when you don't know the answer. 00:24:23.502 --> 00:24:26.402 I'm going to push you into the pit of learning 00:24:26.402 --> 00:24:29.142 because it's only by going into the pit 00:24:29.142 --> 00:24:32.982 that you're going to actually find answers, 00:24:33.522 --> 00:24:35.002 that you're going to struggle. 00:24:36.762 --> 00:24:39.562 But you're going to find your way out of the pit. 00:24:40.302 --> 00:24:42.582 Some of you might be in the pit right now. 00:24:43.602 --> 00:24:45.702 You're sitting there not quite sure 00:24:45.702 --> 00:24:49.002 about some of the concepts and ideas that we've discussed. 00:24:49.242 --> 00:24:53.402 But going into the pit is a really positive place to go, 00:24:53.402 --> 00:24:56.482 because it's only by going there that you actually get 00:24:56.482 --> 00:24:58.942 to regain new knowledge, think of things that you 00:24:58.942 --> 00:25:01.782 mightn't have thought of before. 00:25:01.782 --> 00:25:04.482 But I really like the work of David Kahneman, 00:25:04.482 --> 00:25:08.482 who's written a book called Thinking Fast, Thinking Slow. 00:25:08.482 --> 00:25:11.902 And it came out about a year ago, I think. 00:25:11.902 --> 00:25:14.942 And he talks about us having two levels of thinking, 00:25:14.942 --> 00:25:18.202 our automatic thinking, the thinking we do when we do 00:25:18.207 --> 00:25:23.207 drive a car or get dressed in the morning or eat our breakfast. But then that next level 00:25:23.207 --> 00:25:30.347 of thinking, which is where we really put challenge around our thinking. And we need 00:25:30.347 --> 00:25:36.267 to move kids in and out, students in and out of that surface and deep processing. And we 00:25:36.267 --> 00:25:42.327 do a lot of work in that. In our work, we do a lot of work around the taxonomy of thinking 00:25:42.327 --> 00:25:48.107 and learning. So learning needs to be seen as hard work and we need to say to kids, we 00:25:48.107 --> 00:25:52.607 need to teach them perseverance, we need to teach them concentration, we need to give 00:25:52.607 --> 00:25:57.867 them strategies for that. So when they hit a road bump, when they hit something that 00:25:57.867 --> 00:26:05.207 they don't know, they're going to have strategies to be able to cope with that. So this is our 00:26:05.207 --> 00:26:09.787 mantra, this is our summary, this is what visible learning is. I said it before. When 00:26:09.787 --> 00:26:15.367 teachers see learning through the eyes of the student. When we get alongside students 00:26:15.367 --> 00:26:24.047 and ask them what the learning means for them. So we don't make assumptions about it. We're 00:26:24.047 --> 00:26:28.547 actually right alongside them. And when they actually see themselves as their own teachers. 00:26:30.407 --> 00:26:36.407 So that pulls it all together for you. The research, the key parts of the research, and 00:26:36.407 --> 00:26:40.927 And then the mind frames that actually pull that research together. 00:26:40.927 --> 00:26:42.547 It's a lot to take on board. 00:26:42.552 --> 00:26:48.092 I told you, 20 years of research in one hour is a lot to take on board. 00:26:50.692 --> 00:26:52.292 We are having... 00:26:52.292 --> 00:26:54.892 So we talk about five strands of visible learning. 00:26:57.092 --> 00:27:00.152 We talk about having visible learners in our school. 00:27:01.052 --> 00:27:02.912 And you saw visible learners in the video. 00:27:03.832 --> 00:27:06.192 We talk about, do you know the impact? 00:27:06.792 --> 00:27:09.012 Now, if John were here and he was talking to you, 00:27:09.292 --> 00:27:12.212 the only message, really, that he would be talking about 00:27:12.212 --> 00:27:19.412 and his key theme is do you know the impact that you are having on your students every moment of 00:27:19.412 --> 00:27:25.112 every day and how do you know that what is the evidence and that's seeing learning through the 00:27:25.112 --> 00:27:30.392 eyes of students so what tools do you have to know the impact you're having on learners 00:27:30.392 --> 00:27:36.112 do you have inspired and passionate teachers in your schools what does that look like 00:27:36.112 --> 00:27:41.212 but inspired and passionate teachers who truly know the impact that they're having on their 00:27:41.212 --> 00:27:45.052 learners who really want to share that passion they want they share that 00:27:45.052 --> 00:27:50.092 passion for learning with you the learner what does that look like for you 00:27:50.092 --> 00:27:54.352 do you give and receive effective feedback and not all feedback is 00:27:54.352 --> 00:28:00.932 effective praise is not feedback I'm sorry praise is important but it's not 00:28:00.932 --> 00:28:06.892 feedback we spend a lot of time in our work really unpacking that and talking to people 00:28:06.897 --> 00:28:11.117 about that? And do you have the systems and structures in place to be a visible learning 00:28:11.117 --> 00:28:15.997 school? Do you allow time for your teachers to collaborate? Is that part of the process 00:28:15.997 --> 00:28:20.957 and thinking in your school? So that's the summary of the work that we do. We're really 00:28:20.957 --> 00:28:26.157 excited that this year we're having our very first visible learning conference held in 00:28:26.157 --> 00:28:30.617 Brisbane in Australia, to which of course you're all warmly invited. We have Sir Michael 00:28:30.617 --> 00:28:36.197 Barber coming to speak. Sir Michael Barber's work on change is a really key part of what 00:28:36.197 --> 00:28:42.237 we do in our visible learning work. So he is speaking at a conference, of course John 00:28:42.237 --> 00:28:46.617 is speaking. We also have James Nottingham who's an educator from the United Kingdom 00:28:46.617 --> 00:28:51.717 who talks a lot about challenging learning and has got some very interesting messages 00:28:51.717 --> 00:28:57.757 about that and of course I'm speaking as well. We have a lot of workshops from schools 00:28:57.757 --> 00:29:03.537 and teachers and students who are actually doing this, who are actually visible learners 00:29:03.537 --> 00:29:05.457 and have put a lot of these things in place. 00:29:06.017 --> 00:29:09.377 So we invite you to attend that event. 00:29:10.177 --> 00:29:13.977 Thank you very much, and I look forward to the discussions for the rest of the day. 00:29:13.977 --> 00:29:14.977 Thank you.