Reflecting on the First Term of Implementing Visible Learning in the Primary Classroom

Visible Learning has been the focus of our learning journey in the classrooms this term. It has encouraged both teachers and students to take a deeper look at how learning takes place, with a focus on making the process clearer and more accessible. After implementing Visible Learning for the first time, I've had the chance to reflect on what worked, what could be improved, and the impact it has had on my students. I’ll share my personal reflections and answer some key questions about this approach.

What is Visible Learning in the Classroom?

Visible Learning is an approach based on John Hattie’s research that shows which teaching strategies have the greatest impact on student learning. It focuses on making the learning process transparent, both for students and teachers. The goal is to help students become more aware of their learning goals and how they can achieve them.

One of the core elements of Visible Learning is the idea of “feedback.” Feedback should be clear, actionable, and linked directly to the learning objectives. Throughout the term, I have worked hard to ensure that students understand the purpose of each lesson and the specific steps they need to take to succeed.

In practical terms, Visible Learning means showing students how they are progressing and helping them see where they need to go next. It’s about creating a classroom where learning is an active, visible process.

Making Learning Visible to Students

One of the most important aspects of Visible Learning is making learning visible to the students themselves. When students understand why they are learning something and how it connects to their goals, they become more engaged and motivated.

For example, at the beginning of the term, we made sure to share the learning intentions for every lesson. These were displayed clearly in the classroom and referred to throughout the lesson. We also explored our use of success criteria, so students knew exactly what was expected of them. The key here was not just telling them what they were learning but also showing them how they would know if they had succeeded.

We also used a lot of formative assessment techniques to make learning visible. For instance, we have used exit tickets where students would write down what they had learned and what they still found difficult. This gave both them and their teacher a clear picture of where they were in their learning.

In addition, we embedded our use of working walls and scaffolds in the classroom. These walls displayed key concepts, vocabulary, and examples of student work. This visual reminder helped students recall previous lessons and see their progress over time. It became clear that when students could see their learning unfolding before them, their confidence grew.

The Benefits of Making Teaching Visible to Students

One of the biggest benefits of Visible Learning is that it allows students to take ownership of their own learning. When teaching is visible, students can see exactly what is being taught and why. This transparency makes it easier for them to understand the learning process and identify areas where they need support.

For example, during maths lessons, we would model a problem-solving strategy and then ask students to explain it in their own words. This not only reinforced their understanding but also gave them the opportunity to make connections to their prior knowledge. The feedback loop between teaching and learning became more apparent. Students could see exactly how their responses tied into the overall lesson and learning goals.

In addition, making teaching visible encourages a greater level of collaboration. During group work, we would frequently circulate the classroom and observe how students were engaging with the task. By providing timely feedback, we helped them refine their understanding and get back on track if they were struggling. The students were able to reflect on their learning as it was happening, rather than waiting for final assessments to provide that information.

Visible Learning also has a positive impact on student motivation. When students know the learning intentions and understand how they are being assessed, they feel more in control of their learning. This sense of autonomy encourages them to take risks, make mistakes, and keep improving.

What is Visible Thinking in the Classroom?

Visible thinking is a related concept, where teachers make their thought processes clear to students. In our experience, this has been a powerful tool for engaging students in their learning. Visible thinking strategies include using techniques like “think-alouds,” where the teacher explains their thought process while solving a problem, or “mind-mapping,” which helps students visually organise their ideas.

By making my thinking visible, we were able to model how to approach tasks and problem-solving. This was particularly useful in subjects like writing and mathematics, where students often need help breaking down complex problems. It showed them that thinking is not always linear and that making mistakes along the way is part of the learning process.

For example, when teaching addition and subtraction strategies, we would solve problems aloud, showing how we check our work, re-interpret the question, and try different methods until we found the most effective one. This helped students understand that learning is not a one-way street but rather an ongoing process of trial, error, and reflection.

Challenges and Reflections

While Visible Learning has been beneficial, there have certainly been challenges. The biggest one has been ensuring that the learning goals and feedback are meaningful and specific enough to support individual students. With a diverse classroom, students are at different levels, and tailoring feedback to suit their needs has been an ongoing challenge.

However, the key to overcoming this challenge has been consistent communication with students. I’ve learned that it’s important to not only give feedback but also to ensure that students understand it. This has meant using simple, clear language and providing opportunities for students to ask questions or seek clarification.

Another challenge has been the time it takes to effectively implement Visible Learning strategies. Creating working walls, giving regular feedback, and engaging students in reflective practices all take time. Balancing this with the demands of the curriculum has been a learning curve, but it’s been worth it for the improvements in student engagement and understanding.

Final Thoughts

Reflecting on the first term of implementing Visible Learning, I can see that it has made a real difference in the way my students approach their learning. By making the learning process visible, we have created a more transparent, collaborative, and engaging environment where students are empowered to take ownership of their progress.

It has not been without its challenges, but the benefits of Visible Learning in terms of increased student engagement, clearer learning goals, and more effective feedback have been worth the effort. As we move into the next term, I am excited to continue refining these practices and seeing even greater improvements in both student motivation and achievement.