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Powerful Professional Learning Based on the Research of Professor John Hattie

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Exclusively from Corwin

A proven program for school improvement

See popular

Corwin books to support your Visible Learning

journey on page 20!

4 Keynotes4 Workshops4 Institutes4 School Implementation4 System Implementation

Contact Corwin to discuss a tailored PL & D pathway for your school Call (03) 8612 2000 or visit au.corwin.com

The Visible Learning ResearchWelcome to Visible Learningplus

The Visible Learningplus school change model of professional learning is based on one simple belief: every student should experience at least one year’s growth over the course of one school year.

However, this simple statement can lead to a host of questions: How do we measure growth? What does a year’s progress look like? What factors contribute the most to student learning? How do we account for students with different abilities?

Within these pages, you will see how the powerful research behind Visible Learningplus forms the basis of a proven school improvement program that helps you systematically examine effective instructional practice. You will learn about schools across the country that are developing visible learners who can articulate what they are learning, how they are learning, and where they are going next on their learning journey.

Most importantly, you will see how Visible Learningplus functions as a system response to achievement at both the school and system level, harnessing the collaborative energy of educators to maximise the impact on student achievement.

Sincerely,

Professor John Hattie University of Melbourne Senior Research Consultant, Visible Learningplus


Corwin is the exclusive provider

of Visible Learningplus seminars,

institutes, training, and consulting in

Australia, Canada, and the United

States. For 25 years, our mission of

“helping educators make the greatest

impact” has guided us in finding

practical, research-based solutions to

the challenges that educators face.

We are proud to be your partner for

all Visible Learningplus professional

learning.

Visible Learningplus is the trademark of, and is distributed under license from, Cognition Education Limited.

What’s InsideAbout Visible Learningplus The Visible Learning Research .................................................... 18 Practices You Can Put in Place to Develop Visible Learners ............................................................ 4

System ImplementationThe System Improvement Process ..............................................6A Sample System Roadmap ........................................................7Case Study: Keilor Views Primary School, Victoria ................. 12

School ImplementationThe Foundation Series ................................................................ 14Case Study: Monmia Primary School, Victoria ........................ 16The Inside Series .......................................................................... 18

Additional ResourcesKeynotes ....................................................................................... 19Books & Resources ...................................................................... 20

-0.34

1.44

1.57Collective teacher efficacy

Student expectations

Response to intervention

Formative teacher evaluation

Feedback

Metacognitive strategies

Direct instruction

Peer tutoring

Classroom management

Parental involvement

Writing programs

Cooperative learning

Integrated curriculum

Computer-assisted instruction

Inquiry-based teaching

Homework

Teaching test-taking skills

Programmed instruction

Class size

Co-/team teaching

Mentoring

Ability grouping

Teacher subject matter knowledge

Summer vacation

Television

Mobility

-0.13

-0.02

0.09

0.12

0.15

0.19

0.21

0.23

0.27

0.29

0.31

0.37

0.39

0.40

0.40

0.41

0.52

0.55

0.59

0.69

0.75

0.90

1.07

The World’s Most Powerful ResearchThe Visible Learning research began with a simple question: what impacts student learning the most?

World-renowned professor John Hattie began his quest to find the answer more than 20 years ago. The resulting Visible Learning research became the world’s largest evidence base on what actually works best in schools to improve learning.

Discover what the Visible Learning research can do for teachers and students.

What Matters Most in Raising Student Achievement?

Contact Corwin to discuss a tailored PL & D pathway for your school2 Call (03) 8612 2000 or visit au.corwin.com

The power of the Visible Learning research lies not only in helping educators understand how much impact each factor has on student achievement, but also in understanding impact relative to other factors.

Educators who understand which factors have the highest impact on student achievement can begin making strategic decisions based on evidence to maximise their time, energy, and resources.

HIGH EFFECT SIZESInfluence Effect Size

Collective Teacher Efficacy 1.57

Student visible learning 1.44

Response to intervention 1.07

Formative teacher evaluation 0.90

Classroom discussion 0.80

LOW EFFECT SIZESInfluence Effect Size

Class size 0.21

Ability grouping 0.12

Teacher subject matter knowledge 0.09

Student control over learning 0.04

Retention -0.13

A sampling of factors that influence student achievement from the Visible Learning research

Visible Learningplus Outcomes

Visible Learningplus translates the research of John Hattie into a practical pathway for implementation in the

classroom and schoolwide. Today, schools around the world use Visible Learningplus to examine their impact on

student achievement and create innovation in the learning environment.

The sample key indicators below are just a few of the changes and benefits that school leaders, teachers, and

students will experience when Visible Learningplus practices are put in place.

Inspired and passionate teaching based on a clear

understanding of what works best for raising student achievement

Enhanced visibility into school performance and improved decision

making based on evidence

Outcomes Key Indicators

Increased attendance, engagement, retention,

progress, and achievement

Lead

ers

Teac

hers

Stud

ents

The Visible Learning research is based on John Hattie’s meta-analysis of more than 1,000 research reviews comprising more than 50,000 studies involving more than 250 million students around the world. From the research, Professor Hattie identified more than 150 factors that have an impact on student achievement.

Hattie found that the average effect size is 0.4 standard deviations. This average translates to the amount of progress a student can be expected to make during one year of schooling. When educators use strategies that have high effects, they can accelerate student learning and maximise their impact.

based on 1,000+

meta-analyses

comprising 50,000+ studies

involving 250+ million

students worldwide

=over

150factors that influence

achievement

The Visible Learning Research

• Common vision and a shared language of learning

• A rigorous assessment schedule developed by school leadership

• Leaders and teachers value student feedback

• Leaders ensure that feedback is occurring with students and parents

• Shared understanding of data and data plans

• Learning displayed in classrooms

• Teachers see themselves as agents of change

• High degree of relational trust

• Students can articulate where they are in their learning and what their next learning steps will be

• Student learning is student-directed rather than reliant on the teacher

Class size? Ability grouping?0.40

0.50

0.60

0.70

0.80

0.90

1 .00

0.30

0.20

0.10

0

-0.10

Feedback

Typical teacher effects

Developmental effects

Reverse effects

Zone of desired effects


Maximise feedback to teachers and studentsProviding effective feedback is one of the

most powerful ways of increasing student

achievement. However, students aren’t the only

ones who can benefit from effective feedback.

Formative teacher evaluation has an effect size

of 0.90.

Provide the right level of challengeTeachers must set challenging goals, rather

than “do your best” goals, and offer students

opportunities for deliberate practice to attain

these goals.

Teachers collaboratively evaluate their impact Teachers must view themselves as evaluators

of their own impact, be open to looking at

evidence of their impact on students, and provide

feedback on each other’s impact to better meet

the needs of the student.

Focus on progressShift the narrative from focusing on what

teachers are doing to what students are

learning. When educators focus on progress

instead of achievement scores, they can begin

to have conversations about how they can

maximise their impact on student learning.

Build consensus on goalsVisible Learningplus aims to provide at least one

year’s progress over one school year for all

students. Educators must agree on what one

year’s progress looks like and how progress will

be measured.

Move students toward explicit success criteria Both teachers and students need to know the

learning intentions of each lesson and the criteria

for student success. Teachers must be skilled in

evaluating students’ understanding and applying

a variety of interventions to move students toward

attaining the stated success criteria.

Support teacher autonomyTeachers need to be directive, influential, caring, and

actively and passionately engaged in the process of

teaching and learning. When teachers are enabling all

students to gain at least a year’s growth per year, their

practices should be shared to increase the expertise of

all teachers.

Establish environments where errors are welcomed as opportunities to learnLearning happens when we make errors and seek

to correct them. Educators need to create schools,

staffrooms, and classroom environments where

teachers and students feel safe to learn, re-learn,

and explore new knowledge and understanding.

Education trends may come

and go, but the conclusions

of the Visible Learning

research have remained largely

unchanged over the years. This

infographic summarises what

we know about what matters

most for student achievement.

Video: Visible Learning explained in 2 minutes.

567

8

4

31 2

With Visible Learningplus, you will

work with Corwin certified Visible

Learningplus consultants to put

these practices in place through

a carefully sequenced, rigorous

school change program of

professional learning.

8 Practices You Can Put in Place to Develop Visible Learners


System capability assessments:Measure baseline capability to identify system strengths and areas of focus

Program planning:Determine interventions, professional learning, coaching, and evaluation programs

School-level initiation:Gather evidence to determine school needs and develop action plans

Implementation:Consultants provide support and coaching for the implementation of school action plans

Monitoring:Track the progress and outcomes of Visible Learningplus professional learning and action plans

Impact assessment:System and school review of the impact of Visible Learningplus professional learning and action plans on learner achievement

6

5

4

3

2

1

The Impact Cycle

The Visible Learningplus Collaborative Impact program supports systems in creating the conditions to bring

about ongoing and sustainable improvement in achievement for all students. The customised program aligns

system leaders, school leaders, and teachers with a proven process to build capacity for change over 3-5 impact

cycles.

The Impact Cycles allow schools to collect and measure evidence to maximise the effectiveness of the program

and its impact on teacher practice and student achievement and progress learning.

The System Improvement Process

Evidence Into Action I

Evidence Into Action II

Foundation Seminar

School Leaders

Visible Learning Into Action I

Visible Learning Into Action II

Foundation Seminar

Inside Series (Select Seminars)


Impact Coaching I

Impact Coaching II

Lead Teachers



Foundation Seminar

All Teachers

FO

UN

DAT

ION

SE

RIE

S IN

SID

E SE

RIE

S C

OLL

AB

OR

ATIV

E I

MPA

CT

SE

RIE

S

IMPA

CT

CYC

LE 1

Foundation Seminar

Guiding Coalition

School Capability Assessment

System Capability Assessment

System Leaders

Sample System Improvement Plan

Recommended SequenceVisible Learningplus is not a one-size-fits-all prescription, but rather an evidence-based approach that can be

tailored to each system’s specific needs and goals. While a sample recommended sequence for implementing

Visible Learningplus is provided below, each Collaborative Impact Program is designed based on the unique needs

of the system and the schools participating.


Sample School Capability AssessmentThis sample shows baseline capability data from one school site from August 2012 at the start of an Impact Cycle,

compared to results after educators began implementing Visible Learningplus practices.

Inspired and Passionate TeachingVision and

valuesKnowledge and understanding

Personal qualitities

Professional practices

2.5 2 2 2

3 3 2.5 3

3 2.5 2 2.5

3 2 2 2

3 2 2.5 2

3 3 2.5 2.5





3 2 2.5 2.5

4 3 2 4

4 4 3 3

4 3 3 2.5

4 2 2 2.5

4 4 3.5 4





1 1 1 1

3 2 2 3

2 2 2 2

2 1 1.5 1

1 1 1 1

2 2 2 1

August 2012 October 2013 October 2014

Each Impact Cycle begins with capability assessments to establish baseline data against which progress can be

measured. Our system and school capability assessments collect and analyse evidence based on the strands of

Visible Learningplus.

Working in collaboration with a certified Visible Learningplus consultant, schools and systems will use the results

from capability assessments to identify the key elements to focus on during subsequent Impact Cycles and

ongoing Visible Learningplus professional learning and development.

Establish Your Baseline

Blue This is commonplace and systematically embedded in the school 4

Green This exists in the school, but is not yet commonplace or systematic 3

Orange This exists in small pockets in the school 2

Red This is not an established practice in the school 1

Who Is the Collaborative Impact Program for?The key feature of the Collaborative Impact Program is that it is designed as a system response. This means

building alignment between every level of the system: students, teachers, school leaders, and system leaders. The

program deliberately includes key roles, practices, and tools that support the development of capability between

each of these groups.

Program Overview

School Capability AssessmentConsultants conduct half-day site visits at select schools to collect and analyse baseline capability data against the stands of Visible Learningplus.

Aggregated School Capability AssessmentConsultants aggregate school capability

assessment data to determine system readiness

and areas of need for engaging in the Visible

Learningplus framework.

Visible Learningplus Seminars & Consulting Services

Timeframe for ImprovementSchool systems are complex organisations that vary in size and shape. The Visible Learningplus Collaborative

Impact Program, when implemented with fidelity, has been proven to produce both immediate and long-

term improvement. The program’s flexible framework can be customised based on a school’s needs and goals.

Useful, high-quality

activities and materials

Teaching practice improves

Student achievement

improves

Immediate Immediate 3-9 Months +1 year

Successful implementation of the Collaborative Impact program will depend on the active participation of

stakeholders at every level of the system.

Enhanced system leader capability

Enhanced school leader capability

Enhanced teaching capability

Assessment-capable learners: Improved

attendance, engagement,

retention, progress, and achievement for

all learners

=++

Improved attitudes,

understanding and motivation


Program Evaluation & Reporting

School VisitsConsultants and the site impact coach conduct half-day-site visits to evaluate progress through in-depth conversations with school leaders, teachers, and students. A full written report is provided to the school.

System Performance Monitoring ReportMonitoring reports will be prepared by the Visible Learningplus team following each of the key program workshops. Adjustments to the professional learning plan and program scope may be recommended as a result of the report.

System End-of-Impact-Cycle ReportAn end-of-Impact-Cycle evaluation report will enable all key stakeholders to determine the change in

system capability and celebrate the achievement of system and school goals, targets and aspirations.

Program Evaluation Services

Successful implementation of a

Collaborative Impact Program depends

on a sense of collective urgency driven

by a belief that system-wide reform will

only be successful and sustainable if

stakeholders from all levels of the system

commit to the program. System leaders

will work collaboratively with Corwin

certified Visible Learningplus consultants to:

4 Establish a guiding coalition to

lead the program

4 Recruit and appoint an

implementation team

4 Assess the needs of the school or

system

4 Develop and implement a Visible Learningplus professional

learning program

4 Design and implement a monitoring and evaluation program

Initial Program Planning & Support

The guiding coalition and participating schools will put into place formal processes for monitoring, impact assessment, and reporting. These processes will allow for:

• Systematic review of the implementation of planned activities

• Examination of progress towards goals and targets

• Scaling up success within and across schools

• Identifying challenges that may delay or minimise the achievement of goals and targets

• Opportunities for mid-course corrections to achieve goals and targets

Impact CoachingImpact coaches are critical to the successful implementation of a Visible Learningplus Collaborative Impact

Program. They support school leaders and classroom teachers during the Impact Cycle as they collect and analyse

evidence and monitor and evaluate impact. Corwin certified Visible Learningplus consultants will train and support

impact coaches through seminars, observation, and one-on-one coaching.

Impact Coaching IImpact coaches learn strategies and skills to support the implementation of a Visible Learningplus Collaborative Impact Program schools.

Impact Coaching IIImpact coaches further develop skills for

conducting open-to-learning conversations and

classroom observations in this one-day seminar.

Seminars & Consulting Services

Establish a Guiding CoalitionDrive system-wide reform by determining goals, appointing the implementation team, and ensuring

long-term commitment when you establish a guiding coalition of stakeholders from all levels.

Online Support TeamThe guiding coalition, working with Visible Learningplus consultants, will form an online support team to

create and maintain a collaborative online community to support Visible Learningplus work across the system.

Implementation DayVisible Learningplus consultants can provide additional support days for planning, coaching, and

change facilitation.

Seminars & Consulting Services


The Context

Keilor Views Primary School was formed in January 2010 from the merger between Keilor Downs Primary School

and Calder Rise Primary School. It is located in Australia, 25 kilometers northwest of Melbourne in the suburb of

Keilor Downs. Keilor Views has 420 students, ranging from the preparatory level (5 years old) to year 6 (11–12 years

old). The students are ethnically diverse, with many speaking a language other than English. Many are from homes

where the income is below the national average.

The 24-member teaching staff is drawn largely from the two former schools. It is led by Principal Charles

Branciforte and Assistant Principal Rita Szrenko. Rita is also the school’s curriculum and assessment leader, and

has worked as the school’s teaching and learning coach.

The Approach

This story is primarily focused on the concept of ’Know Thy Impact’.

It looks at how teachers and leaders at Keilor Views Primary School

are learning to look for evidence of their impact on students,

considering this evidence through their students’ eyes and taking

on the lessons for their own learning and practice.

As a consequence of the classroom walkthroughs that had become

a normal part of the school’s routines, the leadership team had

a strong sense of what was going on inside classrooms. This was

affirmed through implementation of the Visible Learningplus tools and processes, such as student interviews and

focus groups. It was clear to the team that students were often not at the center of teaching and learning and

certainly did not have the understandings they needed to “see themselves as their own teachers.”

Our aspiration for Visible Learning in our school: All students at Keilor Views Primary School will show greater

than a year’s growth for one year’s input in all learning disciplines, and they will exhibit qualities of assessment

capable visible learners. The language of learning, assessment, and feedback will be embedded across the school.

Following a trip to New Zealand, Keilor Views Primary School joined with 21 other schools in the region to enrol

in the Network Visible Learning three day series. A Visible Learningplus consultant took on the role of critical friend

and external coach, guiding the school in its review of learning needs for students, teachers, and leaders. The

school formed a guiding coalition, with the leadership team taking responsibility for planning the whole-school

journey, and selected teachers were invited to focus on classroom practices.

The team understood that the school’s intended outcomes for students needed to be intimately connected to

the intended outcomes for teachers and school leaders. The importance of developing the characteristics of

visible learners in educators as well as in students was summarised in the following statement: We are an inclusive

educational setting that prides ourselves on the delivery of a quality curriculum based on the principles of Visible

Learning where we are building assessment-capable learners. When teachers see learning through the eyes of

their students and students see themselves as their own teachers, we become highly visible learners together.

Our ongoing evaluation against the principles of Visible Learning forms the basis of our whole-school strategy.

It impacts on all we do, from providing an engaging curriculum, to creating high expectations, to closing the

feedback loop through formative assessment that promotes individual growth, to maximising attendance, and to

Keilor Views Primary School, VictoriaCASE STUDY

creating a shared vision that raises enthusiasm for learning.

Quantitative data is critical to an understanding of impact at both the

classroom level and the whole-school level. We regularly look at and

share student data of achievement and growth as a way of reflecting

on the learning and the effectiveness of our professional program. We

evaluate and re-evaluate based on what other support needs to be in

place.

Teacher benchmarking data is collated each term in order to analyse

whole-school achievement in reading. The data is shared with staff to facilitate discussions centered on the key

questions, “Where are we going?” “How are we going?” “Where to next?”

As they implemented Visible Learning in their school, the guiding coalition at Keilor Views was deeply aware of

the need to build relationships of trust and challenge. There had to be transparency in the way they operated and

the default position of ‘trust’ was paramount: trust in the data you are receiving from the previous teacher from

year to year, trust that the intention of ’educational walks‘ into your classroom is to identify growth and learning

points in students and to provide you with quality feedback.

The Impact

Following the completion of its first impact cycle, the teacher observations and walkthroughs revealed that

teacher pedagogy had become more consistent and was more in line with what is needed for both students and

teachers to be assessment-capable. Changes at the school level, such as opportunities for collaborative planning

using shared templates, were supporting the shifts. Visible Learning began to take on a momentum of its own.

Today, Keilor Views is regarded as an exemplar school by other school communities who visit on a regular basis to

see the shifts that have taken place. Keilor Views understands that the journey is never over. Ongoing enquiry into

impact means that there is always something new to learn and improve upon.

The school has a plan in place that includes specific targets and strategies for achieving those targets. The

plan sets out the learning and change that is needed for all groups – students, teachers, leaders, and families/

communities. It explains how the learning will be undertaken, how it will be monitored, and how the school will

know it has achieved its targets.

Joy in the Journey

When I am lucky enough to take school tours of prospective

families or visitors to our school, I can’t wipe the smile off my

face. It is only when I step back and observe where we are at

that I realise the extent of our journey and all that we have

been able to achieve. The key to our success is attributed to

many factors, but the standout aspect for me, coming from a

teaching and learning perspective, is the goal congruence of

the leadership team. Everything we do leads back to ’How will

it help students learn?’ and ’What is best for our students?’ This is our core business and this is what we should be

spending time on. We have come a long way in recent years and I look forward to seeing what lies ahead.


Visible Learningplus School MatrixSchools undergoing the Visible Learningplus Foundation Series will collect evidence of effective practice for at least

60 days and complete the Visible Learningplus School Matrix. The matrix will identify the school’s areas of strengths

and areas of focus across the strands of Visible Learningplus.

Schools will receive an immediate report of results with recommendations for next steps. Based on the results,

school teams will work collaboratively with Corwin certified Visible Learningplus consultants to create action plans

for developing visible learners.

Build a Foundation Across All SchoolsBegin your Visible Learningplus journey by building foundational

knowledge of the Visible Learning research. Teachers and school

leaders will receive tools for gathering evidence of effective

practice in their schools and classrooms and create a plan for

making learning visible for all students.

}�Spending a day together to work on the very specific actions we needed to put in place has been the springboard to our success.~

—Kate Cunich, Deputy Head,

Academic Oxley College, NSW

Our teachers are comfortable

sharing achievement and

progess data

Staff take shared responsibility for addressing

any achievement concerns

The impact we are having and aspire to have

on student achievement is reflected in

strategic planning documents

Our school self-review is based

on what we know about our

impact on student achievement at

the class, teacher, and school level

There is a person or team in our

school who has explicit

responsibility for ensuring student

success

23%

38% 38%

23%

23%

23%

38%

31%31%

38%46%

15%

15% 15%

15%15%

8%

8%

8% 8% 8%

31%

Data Sample From an Elementary School in Australia

Blue This is commonplace and systematically embedded in the school

Green This exists within the school but couldn’t yet be considered commonplace or systematic

Yellow Where this exists, it is in very small pockets—an exception to the rule

Red This is not established practice in our school

Orange We can’t make a judgment—we need more information

Foundation Day Seminar

Participants will discuss the most important messages from the Visible Learning research and understand what does—and doesn’t—make a significant difference to student achievement.

The Visible Learningplus Foundation Seminar Series

Evidence Into Action I

Learn what evidence you should collect to know if you are a Visible Learning school. Participants in this one-day seminar will receive tools and processes for gathering data.

Visible Learning Into Action I

Teachers will gather and examine evidence on what is occurring in their classroom, with a focus on understanding the characteristics of visible learners and measuring their impact on students.

Evidence Into Action II

Participants analyse their gathered evidence to determine school priorities and targets and to develop an action plan for making learning visible.

Visible Learning Into Action II

What can data tell us about our impact on student learning? In part II, teachers will analyse and share their evidence and create an action plan for moving forward.

For School Leaders For Teacher Leaders

Collect evidence over at least 60 days

The Foundation Series


Monmia Primary School, VictoriaCASE STUDY

The Context

Monmia Primary School is a state school situated in Keilor Downs, Victoria. The school has 348 students, ranging from the preparatory level (five years old) to year 6 (11–12 years old). Aside from the two preparatory classes, students are placed in composite classes, each comprising two-year levels.

The school is characterised by diversity, with students from over 48 countries. Two-thirds of students are from low socio-economic backgrounds. Interestingly, 66% of students come from outside the school zone, a fact that staff ascribe to the large number of students whose primary carers are grandparents who live within the zone.

Monmia is committed to providing innovative programs that stimulate and challenge each student to develop lifelong learning skills and strategies.

The Approach

Monmia has long engaged in enquiry into the impact of changed practice on student outcomes, and this has seen a number of new initiatives. The most recent shift in focus took place in 2012 when the leadership team participated in a study tour to New Zealand. The tour provided an opportunity for school leaders to visit New Zealand schools that had successfully implemented the principles of Visible Learningplus. Inspired by what they saw, Monmia’s leadership team returned with a vision that their students should become assessment-capable, visible learners. The school embarked on a visible learning journey that has seen impressive gains in student achievement in reading, writing, and mathematics, as evidenced in NAPLAN results.

Monmia Primary School has always understood the connection between improved outcomes for students and the professional learning outcomes it needs to achieve with staff. In this instance, the team realised that if students were to become articulate visible learners, then a priority for staff would need to be the provision of effective feedback. This was the “missing piece” they were seeking in their drive for improvement.

Along with the twenty-two other schools in their network, Monmia’s leadership team took part in the three-day Visible Learningplus Foundation Series. A Visible Learningplus consultant became the school’s critical friend, challenging thinking and supporting the use of data to inform next steps in classrooms and across the school. The Guiding Coalition was established, consisting of the senior leadership team and the leaders of the schools’ professional learning communities.

Monmia wanted students talking about their learning using the instructional feedback model, in relationship to the three feedback questions:

• Where am I going? This is articulated in learning intentions, goals, and success criteria.

• How am I going? This is explored through self-assessment and self-evaluation. What progress has been made? Refer back to goals set.

• Where to next? What needs to be done to achieve further success? Reflect on the goal.

The leadership team shared its professional

learning with the entire staff. They also took

staff along with them as they gathered and

analysed the evidence in relationship to the

Visible Learningplus School Matrix. This created

much discussion as staff saw what the students

thought about learning, feedback, and their

teachers. Modeling by the school-based coaches

provided another opportunity for teachers to

see what effective feedback looks and sounds

like. The coaches used the Visible Learningplus

tools to collect evidence that could be used as

the basis of conversations about the levels of

feedback being provided and the usefulness of

the information being conveyed.

The Impact

Monmia, in partnership with three other primary schools, has continued to focus on feedback through a combined

curriculum day where teaching teams and education support staff collaborated on effective ideas and resources.

This resulted in new practices being implemented at each school. Following this day, the schools embarked on

cross school visits where teachers observed feedback in the classrooms. Through this observation, they were

required to gather samples of the four levels (Task, Process, Self-Regulation, and Self/Praise) that is articulated

clearly in the Feedback That Makes Learning Visible workshop. For each sample of feedback, teachers observed

and recorded what the feedback looked like, sounded like, and felt like for learners.

As a result, the teachers created the demand to have further opportunities to inquire about feedback with their

colleagues. The results of an after school meeting in teaching teams provided evidence of teachers as learners of

feedback based on research that became highly visible in the classroom environment. This gave all staff across the

four schools the shared language of giving and receiving feedback.

A feedback culture has developed at Monmia where teachers regularly provide students with feedback and

students provide feedback to each other. Feedback walkthroughs completed in 2015 demonstrated a shift

from feedback being only praise (as seen in survey data 2014) to include feedback at the task, process and

selfregulation level.

The school leadership team is adamant that the improvements can be ascribed to the school’s participation in an

initiative that is based on solid research, along with a collaborative enquiry approach where evidence, committed

leadership, and a culture of learning drive change and improvement.


The Inside Series

Using Data to Evaluate Your ImpactHow does data inform decision making? In this seminar, you will learn how to calculate effect sizes and interpret evidence to show impact.

Feedback That Makes Learning VisibleThe Visible Learning research tells us that feedback has a big impact on student achievement. This seminar focuses on effective types of feedback and ways to provide effective feedback to your students.

Creating Assessments for Teaching and Learning Using SOLO TaxonomyThere are many ways to collect information about what students know and can do. Learn how to create effective pre- and post-tests using the SOLO taxonomy as the framework for effective and reliable design.

Developing Assessment-Capable Visible LearnersWhere am I going? How am I going? Where to next? These questions are the foundation for developing assessment-capable visible learners.

Implementation DaysVisible Learningplus consultants can provide additional support days for coaching and change facilitation.

Inside Series Workshops

Dig Deeper to Embed Change

The Inside Series allows educators to delve

deeply into a specific strand of Visible

Learning or take the next step after the

Foundation Series in the Collaborative

Impact program. In these individual

seminars you can focus on the areas of

greatest need for your school based on

your implementation plan.

Keynotes

Keynotes are an effective way of focusing

key themes of a conference. Each of the

Visible Learningplus keynotes explores a

fundamental premise of Visible Learningplus

and how you can make a difference to

student learning outcomes. The topics

below are suitable for a broad educational

audience.

Visible Learning ResearchThe largest ever evidence-based research into what actually works to improve student outcomes. Deepen your

understanding of what Visible Learningplus means to teaching and learning in schools. This keynote looks at 25+

years’ research into what makes a real difference to student learning, how to apply this research method to your

school and how to measure the impact of learning interventions.

Keynote length: 60–120 minutes

Science of How We LearnThis keynote outlines the fundamental premises of learning, what it means, how it can be seen and most

importantly how to develop and enhance strategies for learning. In this keynote, the major arguments underlying

John Hattie’s book Visible Learning and The Science of How We Learn (2014) will be outlined and illustrated.


Mindframes for ImpactIn his book Visible Learning for Teachers (2012), John Hattie identifies ten mindframes that he considers are

fundamental in the way we think about our roles as educators. This keynote explains these mindframes and how

they are the key to deep change in our schools.


} I would like to say how motivated and inspired I was by your keynote presentation. I made word-for-word notes, and it is now my goal to introduce new aspects of effective teaching and

effective feedback into my lessons, teaching and student-directed learning periods. ~—Conference Attendee

} I don’t think I have come out of a day like that with so much energy

for the possibilities and a real sense of readiness within our team. ~—Conference Attendee

Leadership

NEW!

The Taking Action Guide to Building Coherence in Schools, Districts, and SystemsTaking Action is a hands-on guide providing step-by-step protocols that foster deep coherence essential to supportive and focused reform. Includes video links, print resources, and protocols.

AU $23.95, 96 pages, AUD16530-978-1-5063-5027-1

BESTSELLER!

CoherenceMichael Fullan, Joanne QuinnUsing the right drivers as a foundation, you’ll fight initiative overload and fragmentation with the Coherence Framework, a dynamic four-part plan for lasting school change.

AU $36.95, 168 pages, AUD16530-978-1-4833-6495-7

Distributed Leadership MattersPerspectives, Practicalities, and PotentialAlma HarrisSee why harnessing educators’ collective expertise leads to better student outcomes, and learn the collaborative processes to make distributed leadership happen.

AU $45.95, 184 pages, AUD16530-978-1-4129-8118-7

NEW!

Indelible LeadershipAlways Leave Them LearningMichael FullanCorwin Impact Leadership Series

Use these actionable examples of six key leadership elements to promote deep and lasting systemic change. Covers mastering the change process, co-leading and co-learning, mentoring and more!

AU $26.95, 104 pages, AUD16530-978-1-5063-2362-6

NEW!

Leading Collaborative LearningEmpowering ExcellenceLyn Sharratt, Beate PlancheForeword by Jim Knight, Introduction by John Hattie, and Afterword by Michael Fullan

This resource-rich guide to collaborative learning and leadership provides a strategic path to achieving sustainable communities of deep learners. Includes research-proven inquiry techniques and more!

AU $51.95, 320 pages, AUD16530-978-1-4833-6897-9

BESTSELLER!

Good to Great to InnovateRecalculating the Route to Career Readiness, K-12+Lyn Sharratt, Gale HarildEpilogue by Andy Hargreaves

Foreword by Michael Fullan

Develop a college and career readiness program, for all K-12 students, supported by best practices from around the globe with “hands-on” strategies and tools.

AU $51.95, 312 pages, AUD16530-978-1-4833-3186-7


Leadership

NEW!

Schools That Deliver: Australia/UK VersionADAPTED EDITION

John Edwards, Bill MartinForeword by Arthur L. Costa

Schools That Deliver provides the practical tools and implementation guide for re-invigorating your school.

AU $58.95, 272 pages, AUD16530-978-1-5063-5244-2

BESTSELLER!

Visible Learning for Literacy, Grades K–12Implementing the Practices That Work Best to Accelerate Student LearningDouglas Fisher, Nancy Frey, John HattieRenowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his groundbreaking research to literacy practices.

AU $56.95, 216 pages, AUD16530-978-1-5063-3235-2

NEW!

Visible Learning for MathematicsWhat Works Best to Optimize Student LearningJohn Hattie, Douglas Fisher, Nancy FreyDiscover the right mathematics strategy to use at each learning phase so all students demonstrate more than a year’s worth of learning per school year.

AU $56.95, 216 pages, AUD16530-978-1-5063-6294-6

Visible Learning and the Science of How We LearnJohn Hattie, Gregory YatesJohn Hattie joins forces with cognitive psychologist Gregory Yates to explain the cognitive building blocks of knowledge acquisition and discuss how to maximise impact on student learning.

AU $61.99, 350 pages, AUD16530-578-1-4100-0040-2

Visible LearningA Synthesis of Over 800 Meta-Analyses Relating to AchievementJohn HattieJohn Hattie’s groundbreaking book is the result of 15 years’ research synthesizing over 800 meta-analyses of influences on student achievement.

AU $64.99, 382 pages, AUD16530-578-1-4100-0040-1

Visible Learning into ActionInternational Case Studies of ImpactJohn Hattie, Debra Masters, Kate BirchVisible Learning into Action makes John Hattie’s groundbreaking theories concrete through case studies that show how other schools and systems have successfully put the Visible Learning research into practice.

AU $66.99, 330 pages, AUD16530-578-1-4100-0040-4

Visible Learning for TeachersMaximising Impact on LearningJohn HattieThis groundbreaking resource details the most successful classroom practices and interventions based on more than 900 meta-analyses and offers teachers practical, step-by-step guidance to maximise achievement for students.

AU $49.99, 286 pages, AUD16530-578-1-4100-0040-3

Contact Corwin to discuss a tailored PL & D pathway for your school20

Resources to Support Your Visible Learning Journey

NEW!

Collaborative LeadershipSix Influences That Matter MostPeter M. DeWittPainting a powerful scheme for collaborative leadership, this book will help you meet stakeholders where they are, motivate stakeholders to improve, and model how to do it.

AU $58.95, 232 pages, AUD16530-978-1-5063-3711-1

BESTSELLER!

Hard Conversations UnpackedThe Whos, the Whens, and the What-IfsJennifer AbramsA Joint Publication with Learning Forward

Foreword by Douglas Fisher and Nancy Frey

Prepare for hard conversations by knowing what to plan for before, during, and after the talk. Explore potential influences and discover how to frame growth-producing, other-centered outcomes.

AU $48.95, 112 pages, AUD16530-978-1-5063-0290-4

BESTSELLER!

Having Hard ConversationsJennifer AbramsForeword by Arthur L. Costa

Designed to help educators confidently lead difficult conversations, this insightful book offers interactive exercises, sample scripts, and a step-by-step approach to help

realize positive outcomes.

AU $56.95, 152 pages, AUD16530-978-1-4129-6500-2

High-Impact Professional Learning Workshops by Jim Knight

Small changes can make an unmistakable impact on teaching and learning. Jim Knight’s High Impact Professional Learning is centrally focused on creating solid partnerships and consistently improving daily instructional practice in the classroom.

Learn more at au.corwin.com/coaching

Leadership

BESTSELLER!

Digital LeadershipChanging Paradigms for Changing TimesEric SheningerForeword by Yong Zhao

Published in Association with Ontario Principals’ Council

Harness digital resources to create a new school culture, increase communication and student engagement, facilitate real-time professional growth, and access new opportunities for your school.

AU $49.95, 264 pages, AUD16530-978-1-4522-7661-8

BESTSELLER!

UnCommon LearningCreating Schools That Work for KidsEric C. SheningerCo-publication with Learning Forward

Integrate technology with purpose and build a culture of learning with pleasure! Discover how to transform a culture with cost effective, scalable, and sustainable digital tools that prompt innovation.

AU $52.95, 264 pages, AUD16530-978-1-4833-6575-6


Professional Learning & Development

BESTSELLER!

The Global Fourth WayThe Quest for Educational ExcellenceAndy Hargreaves, Dennis L. ShirleyA Joint Publication With Ontario Principals’ Council

A Joint Publication With Learning Forward

The authors focus on the real-life, nitty-gritty challenges that change leaders face and how to put Fourth Way principles to work promoting student learning and achievement.

AU $49.95, 256 pages, AUD16530-978-1-4129-8786-8

BESTSELLER!

Teaching BetterIgniting and Sustaining Instructional ImprovementBradley A. Ermeling, Genevieve Graff-ErmelingThis unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes U.S. and international case studies, powerful metaphors, application exercises, a Leader’s Guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support school-wide, inquiry-based improvement!AU $61.00, 200 pages, AUD16530-978-1-5063-3346-5

A true inspiration for educators who want to improve both their own craft and the methods of the profession.”—Jim Stigler & James Hiebert, Authors of The Teaching Gap


BESTSELLER!

Better ConversationsCoaching Ourselves and Each Other to Be More Credible, Caring, and ConnectedJim KnightEvery worthwhile book has a deeply held belief, and for Jim Knight’s Better Conversations and The Reflection Guide to Better Conversations, here it is: “Effective communication is an essential skill for a fulfilled life, and we can’t teach it to students if we don’t know how to do it ourselves.” Instructional coaches, administrators, teachers: the royal we is you. Here, you’ll discover how to Coach yourselves and each other to become better communicators. You will learn how to:

• Listen with empathy• Find common ground• Build trust

Together, the two books provide a brilliant, scaffolded professional learning experience on a topic central to learning, central to life.

Better Conversations: AU $49.95, 256 pages, AUD16530-978-1-5063-0745-9 The Reflection Guide to Better Conversations: AU $35.95, 184 pages, AUD16530-978-1-5063-3883-5

The Take-Action Guide to World Class LearnersHow to Make Personalization and Student Autonomy HappenYong Zhao, Homa Tavangar, Emily McCarren, Gabriel F. Rshaid, Kay TuckerThese inspiring guides from internally respected expert Dr. Yong Zhao provide the most complete information available on designing twenty-first century schools poised to leapfrog into the future! In these follow ups to World Class Learners, Zhao digs much deeper, revealing how exactly to put his paradigm shift into effect, one component at a time. Uncover practical strategies for:

• Incorporating student choice for flexible, student-focused curriculum• Motivating students to turn strengths into passions• Cultivating students’; technical, creative, decision making, and communication skills

Book 1: AU $42.95 , 232 pages, AUD16530- 978-1-4833-3948-1 Book 2: AU $39.95 , 168 pages, AUD16530-978-1-4833-3951-1 Book 3: AU $39.95 , 184 pages, AUD16530-978-1-4833-3954-2 World Class Learners: AU $53.95, 288 pages, AUD16530-978-1-4522-0398-0

BESTSELLER!

Focus on TeachingUsing Video for High-Impact InstructionJim KnightBest-selling professional development expert Knight delivers a surefire method for harnessing the power of in-classroom video recordings to form powerful improvement plans.

AU $47.95, 184 pages, AUD16530-978-1-4833-4412-6

BESTSELLER!

Unmistakable ImpactA Partnership Approach for Dramatically Improving InstructionJim KnightForeword by Michael Fullan

A Joint Publication With Learning Forward

Award-winning author Jim Knight outlines strategies for becoming an Impact School through targeted, consistent professional learning that is done with teachers, not to teachers.

AU $72.00, 336 pages, AUD16530-978-1-4129-9430-9

BESTSELLER!

High-Impact InstructionA Framework for Great TeachingJim KnightA Joint Publication With Learning Forward

Focus on the high-leverage strategies in four areas—content planning, formative assessment, instruction, and community building—that make the biggest difference in student achievement!

AU $74.00, 392 pages, AUD16530-978-1-4129-8177-4

BESTSELLER!

Instructional CoachingA Partnership Approach to Improving InstructionJim KnightA Joint Publication With Learning Forward

The author describes the practical details of instructional coaching and provides all the tools needed to easily implement job-embedded instructional intervention.

AU $72.00, 256 pages, AUD16530-978-1-4129-2724-6

BESTSELLER!

CoachingApproaches and PerspectivesJim KnightExperts review coaches’ roles, examine research, and provide in-depth discussions of specific coaching models, including literacy, cognitive, instructional and content-focused, classroom management, and leadership coaching.

AU $65.00, 240 pages, AUD16530-978-1-4129-6925-3

Never Send a Human to Do a Machine’s JobCorrecting the Top 5 EdTech MistakesYong Zhao, Gaoming Zhang, Jing Lei, Wei QiuReimagine and rethink classroom technology to empower students while you enhance instructional depth. Optimize its use and hone critical thinking skills.

AU $46.95, 144 pages, AUD16530-978-1-4522-8257-2

Teaching & Learning


BESTSELLER!

Rigorous Reading5 Access Points for Comprehending Complex TextsNancy Frey, Douglas FisherForeword by P. David Pearson

Call it close reading, call it deep reading, call it analytic reading--call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy Frey and Doug Fisher articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further.

AU $63.00, 256 pages, AUD16530-978-1-4522-6813-2

BESTSELLER!

This Is Disciplinary LiteracyReading, Writing, Thinking, and Doing...Content Area by Content AreaReLeah Cossett LentForeword by Carol Ann Tomlinson

Disciplinary Literacy is about to go from theory to game plan—taking students from superficial understanding to deep content expertise.

AU $46.95, 232 pages, AUD16530-978-1-5063-0669-8

BESTSELLER!

Mindsets and MovesStrategies That Help Readers Take Charge, Grades 1-8Gravity GoldbergMindsets and Moves applies important research on effective instruction and motivation from Hattie, Dweck, Ducksworth, and others to infuse today’s reading classrooms with a fresh breath of student independence.

AU $58.95, 240 pages, AUD16530-978-1-5063-1493-8

Teaching the Social Skills of Academic Interaction, Grades 4-12Step-by-Step Lessons for Respect, Responsibility, and ResultsHarvey “Smokey” Daniels, Nancy Steineke35 Projectable Lessons! Take your kids on a carefully paced upward spiral of collaboration, with explicit coaching on how to teach the language and behaviors of working effectively together.

AU $62.00, 248 pages, AUD16530-978-1-4833-5095-0

BESTSELLER!

Text ComplexityStretching Readers With Texts and TasksSECOND EDITION

Douglas Fisher, Nancy Frey. Diane LappA Joint Publication of Corwin and the International Literacy Association

No matter what discipline you teach, you will learn how to craft purposeful instruction pitched to your readers’ comprehension capacities, your curriculum’s themes, and your own assessments on what students need next. Doug, Nancy, and Diane provide:

• How-to’s for measuring word and sentence length and other countable features of any written work while giving ample consideration to the readers in your room, and how their background knowledge, experiences, and motivations come into play

• A rubric for analyzing literary texts for plot structure, point of view, imagery, clarity, and more—and a complexity scalefor analyzing informational texts that describe, inform, and explain

• Classroom scenarios of teachers and students engaging with fiction and nonfiction texts that provide enough of a stretch, so you’ll know the difference between a healthy struggle and frustration

• The authors’ latest thinking on routines that invite students to interact with complex texts and with one another, including teacher modeling, close reading, scaffolded small group reading, and independent reading

AU $62.00, 216 pages, AUD16530-978-1-5063-3944-3

Text-Dependent QuestionsPathways to Close and Critical ReadingDouglas Fisher, Nancy Frey, Heather Anderson, Marisol ThayreLearn the best ways to use text-dependent questions as scaffolds during close reading and the big understandings they yield. But that’s just for starters. Fisher and Frey also include illustrative video, texts and questions, and an online facilitator’s guide—making the two volumes of TDQ a potent professional development tool across all of K–12.

Grades K-5: AU $62.00, 248 pages, AUD16530-978-1-4833-3131-7 Grades 6-12: AU $65.00, 328 pages, AUD16530-978-1-4833-3137-9

30 Big-Idea Lessons for Small GroupsThe Teaching Framework for ANY Text and EVERY ReaderMichael Rafferty, Colleen Morello, Paraskevi RountosThis amazing 4-part framework—Engage, Discuss, Deep-See Think, and Connect—gets students interacting with texts, developing their literal, inferential, evaluative, and analytical skills.

AU $52.95, 248 pages, AUD16530-978-1-5063-3438-7


Teaching & Learning

BESTSELLER!

How the Brain LearnsFOURTH EDITION

David A. SousaDavid A. Sousa continues his successful tradition of translating current research findings into effective classroom strategies and activities in this newest version of the bestseller.

AU $62.00, 336 pages, AUD16530-978-1-4129-9797-3

UPDATED EDITION OF BESTSELLER

How the Brain Learns to ReadSECOND EDITION

David A. SousaThis updated edition of a modern classic utilizes the latest neurological research on how young brains comprehend written language, delivering powerful techniques for reading success.

AU $69.00, 272 pages, AUD16530-978-1-4833-3394-6

BESTSELLER!

Transitioning to Concept-Based Curriculum and InstructionHow to Bring Content and Process TogetherH. Lynn Erickson, Lois A. LanningForeword by Malcolm Nicolson

Two renowned authors combine their expertise to show educators how to abandon rote teaching techniques, and embrace concept-based curriculum and its emphasis on critical thinking and analysis.

AU $56.95, 224 pages, AUD16530-978-1-4522-9019-5

NEW!

Concept-Based MathematicsTeaching for Deep Understanding in Secondary ClassroomsJennifer T.H. WathallForeword by H. Lynn Erickson

When you make the transition to concept-based teaching—using Wathall’s unit planners, templates, assessments, student work, and website—suddenly math makes sense to your students.

AU $52.95, 296 pages, AUD16530-978-1-5063-1494-5

UPDATED EDITION OF BESTSELLER

How the Brain Learns MathematicsSECOND EDITION

David A. SousaNow aligned with the Common Core, this updated bestseller connects neuroscience with math instruction using a four-step teaching model, brain-friendly strategies, and the latest research.

AU $69.00, 256 pages, AUD16530-978-1-4833-6846-7

BESTSELLER!

From STEM to STEAMUsing Brain-Compatible Strategies to Integrate the ArtsDavid A. Sousa, Tom PileckiTeacher-tested techniques, sample lesson plans, and a worksheet template help you integrate arts activities into daily instruction—building skills that are critical to STEM success.

AU $63.00, 280 pages, AUD16530-978-1-4522-5833-1

Teaching the Male Brain UPDATED EDITION OF BESTSELLER

How Boys Think, Feel, and Learn in School

Teaching the Female BrainHow Girls Learn Math and ScienceAbigail Norfleet James

Discover how girls’ and boys’ sensory, physical, cognitive, and emotional characteristics affect performance and how you can tailor instruction to promote their learning in math, science, and other areas in both single-sex and co-ed classrooms.

Teaching the Female Brain: AU $64.00, 208 pages, AUD16530-978-1-4129-6710-5 Teaching the Male Brain: AU $72.00, 352 page, AUD16530-978-1-4833-7140-5

DispositionsReframing Teaching and LearningArthur L. Costa, Arthur L. Costa, Bena KallickForeword by Yong Zhao

Two leading consultants draw on new cognitive science to show why influencing students’ dispositional thinking habits is the key to their finding meaning in classroom content.

AU $42.95, 176 pages, AUD16530-978-1-4833-3910-8

3 Ways to Get Started

1. Understand Your Baseline

How does your school measure against the five strands of Visible Learningplus? Certified consultants will conduct a half-day site visit to collect and analyse baseline capability data to determine your school’s readiness for Visible Learningplus. A full written report is provided.

School Self-Assessment Matrix

2. Build Foundational Knowledge

Begin your Visible Learningplus journey by building your team’s foundational knowledge of the Visible Learning research. Teachers and school leaders will receive tools for gathering evidence of effective practice and create a plan for making learning visible for all students.

The Foundation Series

3. Drive Whole-System Reform The Collaborative Impact program is our gold standard for sustainable reform, as it aligns system leaders, school leaders, and teachers with a proven process to build capacity for change over 3-5 years, with measurable results.

Contact us to join a collaborative impact program in your area.

Collaborative Impact Program

SeminarsWorkshopsConsulting

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