Developing Visible Learners 

At LNPS our approaches toward student learning have seen us become a school leading educational innovations and initiatives. For so long in education, we seem to have been on the hunt for the next best thing. As a result, we have embarked on a professional learning journey that aligns with established visible learning approaches to further embed practices that are backed by evidence and research. 

We have implemented and embedded visible learning strategies for over a decade. Our new three-year learning journey (Visible Learning +) is about further consolidating and strengthening our current approaches as evaluators of our own teaching and leading. 

The Visible Learning journey At LNPS will strengthen our focus on ensuring our students are assessment-capable and visible learners.  

So what does this mean … 

• Visible Learning means that students know what they need to learn, how to learn it, and how to evaluate their own progress. 
• Using the Visible Learning approach, teachers and leaders become evaluators of their own impact on student learning. The combination causes students to drive their own learning. 

Through our three-year learning journey, we will deeply learn about the four core components of a visible learner and consider professional practices we can implement to develop our students as visible learners. A visible learner is a student who:

• Uses learning dispositions - learner qualities as effective habits of thinking and doing 
• Understands how to learn - learning intentions and success criteria  
• Is "assessment capable" - knowing where they are and where they need to go on their learning journey (goal setting) 
• Can seek, give, receive, and act on effective feedback

The diagram below shows the 4 core components of visible learners. 

Video Diaries 

In developing visible learners, our aim is to develop an understanding of the key characteristics of a successful learner through consultation with staff, students and the wider community so we all have a shared understanding of the language of learning.

Last term leadership began collecting evidence to gather more information from our staff and students about “What it means to be a successful learner at LNPS?”. Part of our evidence collection included video diaries of randomly selected students that gave us a better insight into their understanding and perspectives about the characteristics of successful learners. 

Term 2 video diary - “What it means to be a successful learner at LNPS?”

Evidence gathered indicated that our students primarily spoke about and focussed on “good” behaviour. 

Our Action Plan/Next Steps 

To further support the development of LNPS Learner Qualities our focus will now be on the further development of parents' knowledge and understanding of the characteristics of a successful learner.

Next term we will begin working with our Governing Council and parent focus groups on what they see as the characteristics of a successful learner. 

While we fully recognise the role staff and students play in the development and embodiment of these learner qualities, we also recognise the tremendous value in inviting parents into understanding and using this language at home too. 

A shared language of learning is our goal as a community!

Tyson, Mirjana and Nik