Visible Learners KNOW HOW TO LEARN, selecting appropriate strategies for learning. Learning itself becomes a topic of conversation in the classroom, as students reflect on the effectiveness of different learning strategies for the development of knowledge, skills and understanding.

Visible Learners TALK ABOUT THEIR PROGRESS, including what and why they are learning and where they are going next.

• By talking about what we are learning, students keep their attention on the learning outcomes rather than just focusing on completion of the task. A great question their teachers often ask them is as follows - “What are you learning by doing this?”
• By discussing why we are learning this, we avoid creating a culture of conformity rather than engagement - learning is about so much more than simply preparing for exams and assessments, but is more about curiosity, interest and love of learning.
• By talking about where we are going next, learners situate each learning experience in the context of a larger tapestry, understanding how each element is a part of a larger whole. Discussions of ‘what next’ also help develop a sense of agency and ownership of the learning experience. Another great question their teachers ask them is this - “So that was today’s learning objectives - where do you think we need to go next?”

Visible Learners SEEK FEEDBACK, seeing errors as an opportunity to learn. They understand that it is through specific, timely and supportive feedback that growth takes place. They relish the times when learning gets tricky, since they understand that learning takes place at the point of challenge. More challenge means more opportunities for feedback and a greater likelihood of deep learning.

Visible Learners PURSUE UNDERSTANDING, investing time and effort into learning, persisting in the face of challenge. They appreciate the difference between knowledge and understanding: knowledge refers to the facts, concepts, and information that we acquire through learning, while understanding goes beyond mere knowledge and involves the ability to apply that knowledge to real-world situations and make connections between different pieces of information. They know that pursuing understanding involves challenging themselves to think at length about their learning.

Visible Learners BECOME CURIOUS, asking questions, seeking clarification, exploring ideas and showing a genuine interest in learning. They wonder at, about and with the content they explore in class. They are liable to bombard their teachers with puzzles and wonderings rather than sit quietly and just ‘get on with their work’.

Visible Learners THINK EFFECTIVELY, exploring multiple perspectives, making connections and reflecting on learning. They understand that learning is a consequence of thinking and that the pathway towards deep understanding is marked by thinking moves such as reasoning with evidence, uncovering complexity, capturing the heart of ideas and building explanations.

Here’s a challenge for our parents and guardians. Next time you sit down with your children, why not talk with them about these six characteristics of Visible Learners. What examples can they bring to mind of when they have lived out these characteristics in their own learning, either in class at school or in some other context? What might they do to nurture their own development of these features on a day-to-day basis?

Have a great term everybody!