Visible Learning

After reading an article about learning styles, it is easy to realize the significance and benefits of integrating visible learning into the classroom. We learned in an earlier educational class that the least effective way for majority of students to learn is by lecturing with only about 10% about to stay long term. Instead a much better way to teach is student is by letting them manipulate and use hands-on activities which can keep up to an 80% retention rate of the material taught. We as teachers have to take this opportunity to recognize that significance and recognize all students have different strengths and weaknesses. Therefore we must take into account our students’ individuality by preassessing our students to determine how each of them to see how they learn best. This process is one of two things we should do before designing our unit of study. The other is determine exactly what our goals are for the students to accomplish by the end of the unit and make it as specific as possible. Using this designing with the end result in mind will help keep the unit on track to focus on meeting the goals we originally have set out. This clarity is critical to making the students understand what we expect and how we deliver each lesson.

Visible learning in the classroom is best done through the use of manipulatives . Dr. Franz mentioned earlier this semester how we should allow a few minutes while the materials are distributed to let the students play with them to let them to have their moment of fun before focusing on the lesson again. I know being able to see the mathematics with their own hands is much more beneficial to actually understand the concepts being taught instead of just letting the teacher lecture away at the board about topics that don’t seem to have any connection to anything or thought to just be made up for no purpose. One example I can think of in the past where visible learning made a difference even in my own experiences as a student is when I used images of different size cubes to look at and decipher the formulas for various parts of the cube such as surface area and others. Using that preassessment about our students will see what ways we can differentiate instruction to give each student the most effective way to learn.  Ultimately we want our students to be as successful as possible so the extra work beforehand is worth it. Using that time to set up units to let students learn to their strengths is a way of being truly fair to do the absolute best they can which is what we should do instead of catering to only certain strengths.

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