Making learning visible for improved student outcomes for priority learners in health and physical dducation

Abstract

Hattie (2012) suggests that Visible teaching and learning is ‘teachers seeing learning through the eyes of students and students seeing teaching as a key to their ongoing learning” (p.18)

This research project explores how a focus on visible learning might improve student outcomes for priority learners in Health and Physical Education. Using Timperley, Kaser and Halbert’s 2014 Spirals of inquiry as a platform and process the project is investigating the question “How can we use Visible Learning, in the creative spaces between curriculum, assessment and pedagogy, to improve student learning outcomes for our priority learners?”. This presentation reports on the first six months of a collaborative research project lead by teachers of a secondary school in Auckland New Zealand and supported by three lecturers from two tertiary institutions, a culturally responsive expert and a visible learning expert as critical friends.

The presentation outlines: • How we developed a shared understanding of Visible learning and what it might look like in the HPE context • How we are using the spirals of inquiry process • A summary of base line data collected • The next steps in the project

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge