Fielding's Visible learning Journey started in July 2015 when we embarked on a joint project with Little Ealing Primary School to enhance the learning experience our children get day to day.
Through this two year project we are exploring how evidence can be used to create innovation in the learning environment in order to raise achievement. This programme is based on the work of Professor John Hattie and his synthesis of over 800 meta-analysis relating to achievement. In a nut-shell he wanted to find out what factors have the most positive effect on pupils' outcomes.
At Fielding we are developing a shared language of learning, this includes pupils, all staff members and parents. John Hattie states that pupils knowing the expectations of themselves results in the biggest impact, we are developing 'assessment capable learners' this means pupils will have a deep understanding of what effective learning is, where they are going, how they are going and where they need to go next with their learning.
The whole school focus for last Summer term was on all of the features and attributes of a good learner at our school. We worked collaboratively with children, parents and staff to create a shared vocabulary that is shared with the children. The shared vocabulary is now displayed in all classrooms. Please try to use this language at home to help build that shared message. Thank you
Part of our Visible Learning approach is to develop the value of resilience by creating a culture where mistakes are celebrated and learnt from. A way that we did this last year was by creating learning Pits with the children. This concept starts by discussing how you are feeling when your work is going well and then how those feelings change when you make a mistake or feel very stuck. We have spent time with children discussing the strategies or resources they could use in order to help them out of the ‘pit’. This was a very powerful tool to use with the children as it shows them that everyone can feel they are not progressing with something and that negative feelings are natural. We have discovered that as a result of these conversations with children they now feel much more confident to try harder skills because they know it is ok if they do not succeed first time and that they might spend some time in the ‘pit’ before working themselves out of it.
This year, we spent time in September reintroducing the pit by creating year group ones with the children with year group specific language and strategies. These are displayed and regularly used in each class.