According to John Hattie, a visible learner “exhibits the self-regulatory attributes that seem most desirable for learners (self-monitoring, self-assessing, self-teaching).” Hattie’s extensive research identified the most effective teaching and learning strategies. A significant aspect of the Visible Learning initiative has been to change the narrative from a focus on teaching to a focus on learning. Teaching, Hattie emphasizes, must always be considered in terms of its impact on student learning.
Visible Learning consists of several efforts. It is a research database, a school improvement initiative, as well as a focus on what works best to impact learning. John Hattie was able to determine that .40 indicated a year’s growth in learning. Therefore, those influences, actions, and strategies that exhibit an effect size greater than .40 were considered more powerful (generally speaking) and were often more effective. For example, feedback has an effect size of .73; it is reasonable to focus on quality and timing of feedback since it is deemed so powerful.
Participants will learn the most effective types of assessment, the tools that students can use to support their own learning, the concept of errors as opportunities, learning strategies that empower student progress, motivational strategies to fuel student growth, and metacognitive strategies to create self-assessing learners.
Notre Dame College ED 551V • Carlow University ED 696 • Madonna University EDU 5830.52
The required text for this course is Developing Assessment-Capable Visible Learners Grades K-12 by Nancy Frey, John Hattie, and Douglas Fisher.
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
Module One: The Foundation for Visible Learning
Module Two: Assessment-Capable Visible Learners
Module Three: Current Level of Understanding
Module Four: Understanding Learning Intentions and Having Confidence to Achieve
Module Five: Tools to Guide Learning
Module Six: Seeking Feedback and Recognizing that Errors Are Opportunities to Learn
Module Seven: Monitoring Progress and Adjusting Learning
Module Eight: Recognizing Learning and Teaching Others
Module Nine: Mind frames of Schools with Assessment-Capable Learners
Module Ten: Fostering Assessment-Capable Learners
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.