Visible Learning into Action impact cycle planning template DAY 1

Evidence gathering (planning during the workshop)

What do I want to find out? What tools/methods will I Comments/notes
use?

I want to know whether my  poster  Can they articulate

students know what a good the skills they need.
learner is?  Can they articilaute
learning dispositions
The visible learner

they use.

 Do they know and

I want to know how well my  Anaylise phonics can they read single
students are progressing screening data and two letter
with their phonemic sounds.
awareness.
Know thy impact
Planning your impact cycle (planning during the workshop)
(include here how you will undertake steps 1 – 9 of the impact cycle)

Activity Date/time Analysis/reflection

Week 6

Students will make posters of what Tuesday 5th June 3,

they think is an effective learner. They 2018
will include pictures and words that
articulate this. 2:00pm

Every student in the

class.
Week 7
Baseline evidence statements will be
written. Wednesay

Week 8

A focus area decided on.

Week 9
My learning needs
Activity Date/time Analysis/reflection
Visible Learning into Action impact cycle planning template DAY 1:

Bring this completed for VLAT Day 2

What are my students’ learning needs?

Step 1: Evidence gathering

I want to know whether my students know what a good learner is?

What did I want to find
out?
I want to know how well my students are progressing with their
phonemic awareness.

Students made posters to demonstrate an effective learner is.

How did I gather
evidence? I used the Year 1 phonics screening to gather evidence of my
Student’s phonemic awareness.

Step 2: Baseline evidence statements

Most of my students related behavior and obedience to being a good learner and only one
student referred to our learning dispostions and another referred to having a growth mindset.

A majority of my students know the alphabet letters and sounds, but some students struggled to
determine which sound is being made in the word and how to blend individual sounds together
to make the word.

Step 3: Focus areas:

I decided to focus on relating our learning dispostions to being an effective learner and
What are my learning needs in relation to these student
needs?
Step 4: My learning needs

What did I need to learn? How did I learn?

 I began quizzing them before recess
 I needed to know how well my students each day on what the dispostions are
understand what each disposition and what they mean.
means.

Planning and implementation

Step 5: Identifying the required changes

Me (the teacher) Students Families

 Focus on the meaning of  Articulate which

a disposition per week. dispostions they are
 Reinforce the dispostions using as well as how
constantly in teaching, they are using it in the
feedback and activities. lesson.

Step 6: SMART+ER target setting and monitoring

In 6 weeks time, most learners in my class will describe our learning dispostions as characteristics
of a good learner.

The class will understand and describe the definitions of dispostions.

Step 7: Implementation

We began by discussing the difference between good student( behavior) and good learner. I
reered to their posters and discussed how their ideas, of following instructions, listening, doing
what the teacher says, helping people, siting still etc all made them good students but not
neccisarilly a good learner.

Good learners:

 Are innovative
 Persistent
 Take risks
 Reflect
  Are resilient
 Communicate
 Self-manage
 Are curious

What I did Reflection

I quizzed students on what our learning
disposition were and what they mean.
Each day, before recess we discussed a
learning disposition and what it meant and
how they might be using them in the
classroom.
Many of the student were just guessing what
the dispostions mean for example, bouncing
back is the definition used for resilient but they
would relate it to a completely different
disposition.
These discussions really began to put the
dispostions into context. Students began to
understand how these “words” related to their
learning in the classroom.

Ie. Self managers will seek help when they

need it by asking a friend, looking up a word in
the dictionary or asking the teacher.

A reflective student, thinks about their work

after completing it, they check if they have
met the requirement and success criteria, they
self check their work.

A curious student wonders about things they

don’t know and ask questions to learn more, ie
they may wonder how long it takes for a seed
to grow, how it grows, why it grows etc.

I began asking students before or at the end of
a lesson what learning dispositons were
needed, or used and how?
I tried referring to the dispostions in my
feedback, and how the students benefited
from their self-managing skills or persistence or
resinience etc. I began handing out brag tags
for students that displayed either a growth
mindset, or a learning disposition.
Students would just say random dispostions
without really thinking about what they were
and how they were relevant to the lesson,
therefore explaining how that disposition
related began to help put them into context
more.
I often forget to do this in the busy-ness of the
the classroom, but found the more I did it, the
more motivated the student became to
display these dispostions .
What was the impact?
Step 8: Impact statements

After repeating the poster activity and discussing I found :

 Half of the class referred to learning our learning dispostions as things that make them a
good learner.
 Some children are now referring to the learning dispostions, but are not fully
understanding the definition for some of them.
 There are still 8 students that referred to behavior expectations, as being a good learner.
 3 students referred to particular activites such as reading and writing.

Where to next?
Step 9: Planning where to next

There are still students in my class that are learning the learner dispostions, therefore I would like
to focus these learner dispostions directly to learning intentions and success criteria. Eg: how will
persistence help you to spell your words correctly or will being a risk taker help you to sound out
unfamiar words.

The data from the phonics screening has shown that blending sounds to read words, is
something we need to work on. Focusing on what a good reader looks and relating learner
dispostions to this would be nice way to link the two together.