Visible Classroom

Provider: Ai-Media
£350.00 + VAT Stage One

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Description The Visible Classroom project is a partnership between Ai-Media and the University of Melbourne using live speech-to-text captioning to support teachers to reflect critically on their practice and increase engagement with students. Visible Classroom draws on the principle of Visible Learning established by Professor John Hattie. Captions are streamed directly to tablets or an interactive whiteboard so that students have a second chance at picking up classroom content. Transcripts of the lessons are available at the end of the class allowing the teacher to review exactly what was said in the lesson and to reflect on this for future lessons. Key teaching metrics are presented in the Visible Classroom dashboard in real-time at the completion of each lesson.
Website

Ai-Media's website

http://www.ai-media.tv/visible-classroom/
Categories Primary, Secondary, Leadership and Management, Teaching and Learning, Sciences, 14-19, KS2, KS3, KS4, English / Literacy, Humanities, Management, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Newly Qualified Teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Change Management, Coaching and Mentoring, CPD Leadership, Performance Management, Organisational Improvement, Assessment, Behaviour for Learning, Gifted and Talented, Inclusion, Personalised Learning, SEND, In school, Online, Demonstration lesson, Team lesson planning/teaching, Physical resource, Governor, Gifted and Talented Coordinator, Ofsted, Knowledge Mobilisation, Monitoring Impact
Learning outcomes for participants/users and, where relevant, pupils or students

Visible Classroom serves as an impetus to support teachers to systematically and critically reflect on their practice. The technology fosters a mind-set in teachers as activators and evaluators of learning that seek feedback on their teaching, and are welcoming of error. This has been shown to have an impact on student achievement and attainment. Teachers receive feedback on:

• Effective signposting / structuring
• Amount of time devoted to different activities as compared to a model of best practice for a given lesson type
• Teacher clarity as measured by speed of delivery and number of inaudible or unclear terms.
• Effective questioning, measured by number of questions, wait time between question and answer.

Teachers receive in-depth, personalised feedback on their teaching, along with evidence-based recommendations from researchers at the Melbourne Graduate School of Education.

Teachers who make a difference to student attainment know their impact, and seek out evidence to support that they have had an impact [1]. Nowhere is this kind of teacher reflection more critical than in classrooms which serve learners who are disadvantaged in some way. Research suggests that compared to students from middle- and high-SES backgrounds, low-SES need more instruction, and benefit from more structure, more positive reinforcement from the teacher, and receiving the curriculum in smaller packages with regular and timely provision of feedback [3].

Students, in addition to having access to higher quality teaching, can use the system to drive and improve their own learning experience. The technology provides learners with an opportunity to access instruction in a variety of different formats as and when they need it.

At the school level, the generation of data in the form of the transcripts can serve as an impetus for schools to reflect on the impact of various initiatives on attainment, and to identify both strengths and gaps across the school community.

Evidence underpinning this approach

Visible Classroom aims to provide useful feedback for teachers in real time, based on sound
educational pedagogy, in line with models of best teaching practice like Visible Learning
(Hattie, 2009).The ‘hidden’ nature of classroom practice can be seen as an impediment to feedback and reflection on teaching and learning, which are some of the cornerstones of effective teacher
practice, and consequently, student achievement (Hattie, 2009).

Visible Classroom builds on the published work of Professor John Hattie entitled Visible Learning which means an enhanced role for teachers as they become evaluators of their own teaching. Visible Teaching and Learning occurs when teachers see learning through the eyes of students and help them become their own teachers.

Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked those influences which are related to learning outcomes. 

This Visible Classroom technology represents a partnership between the Melbourne Graduate School of Education, at the University of Melbourne and Ai-Media. Visible Classroom builds on the
prior work that has been conducted by the partners in developing and piloting real-time speech-to-text technology and the corresponding evaluative framework, and which resulted in an EEF funded pilot to explore the applications of this technology for teacher development, as well as the flow-on effects for the students they serve. Following from the EEF pilot which tested the technology in 30 schools between April and July 2014, Visible Classroom is now available to all schools.

 

The mechanism for achieving this is that of real-time speech-to-text (captioning and transcription) to make learning and teaching visible - and thus open for revisiting, critique and adaptation.

By making classroom teaching and learning visible, teachers can be supported to embed systematic critical reflection within their teaching practice, or “to construe their teaching in terms of a series of related experimental designs, as then the benefits of the increased attention to outcomes can be accrued” [1]

This process will be supported via the provision of tailored feedback and corresponding evidence-based improvement strategies over the course of the intervention. This represents an approach to CPD that is consistent with best practice, which suggests that in order to have an impact, professional learning programs need to closely aligned to school and embedded in the workplace, whilst providing opportunities to participate in a professional community of practice [4].

REFERENCES
[1] Hattie, J.A. (2008). Visible learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.Abingdon: Routledge.
[2] OECD (2011). Against the Odds: Disadvantaged Students who Succeed in Schools. OECD Publishing. [3] Muijs, D., Harris, A., Chapman, C., Stoll, L. & Russ, J. (2004). Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence, School Effectiveness and School Improvement. International Journal of Research, Policy and Practice, 15:2, 149-175.
[4] Timperley, H., Wilson, A., Barrar, H., & I. Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education.

How users/participants can evaluate success

Visible Classroom aims to encourage teachers to move from superficial, summative
evaluation of their teaching performance through to more in-depth, real-time reflection. The
project is designed to foster a mind-set in participating teachers whereby they a) engage
regularly in critical reflection on their teaching goals and values; b) examine how these
connect with their teaching practices; and c) feel empowered to adapt their practice in a
formative manner based on sound evidence. 

Below is a brief outline of the theory of change that lies behind Visible Classroom. This has been

developed as a result of an extensive review of the literature, and our work with Australian schools. 

 

BACKGROUND

• Change in teacher practice is impeded by hidden routines and practices.

• Dialogue about teaching practice between teachers is rare, with teacher talk dominated by “war

stories”.

• Professional learning programs are often poor quality, generic, and one-off, which does not easily

translate into change in the classroom.

• Feedback to teachers about their practice is rare, and not always feasible

• Teachers may be unaware of the areas where there practice could be improved (e.g., where

classroom interactions are dominated by teacher talk).

• Disadvantaged students may have uneven access to the learning process.

 

VISION/GOALS

• Increase attainment, particularly amongst disadvantaged students, by changing what goes on in their classrooms.

• The mechanism for achieving this is that of real-time speech-to-text (captioning and transcription)

which serves to make learning and teaching in classrooms visible - and thus open for revisiting,

critique and adaptation.

• Promote changes in teacher practice and in mind-set, such that teachers become evaluators of their own teaching, and students have increased access to the learning process.

• Increase disadvantaged students’ access to the learning process, by providing them with different

avenues through which to access instructional content.

Follow-up activities and support The provider has not supplied this information
Details

Across two, five hour stages, teachers receive a total of ten hours of live captioned lessons, transcripts, and dashboards following and two feedback report is delivered by the University of Melbourne.

Captioning and transcripts

Students can access live captioning in the lessons, empowering them to have control over their own learning. With live captions comes additional resources in the form of transcripts after the lesson to assist students with their own revision.

Dashboard

The technology behind live captions creates a timecode for each specific point in a classroom lesson. By understanding what is happening at each of these points, we are able to collate this information into meaningful indicators to assist teachers in reviewing their lessons.

Teachers are able to quickly and efficiently review their teaching with feedback on the key features of their lessons such as balance of teacher and student talk, how fast they were talking, ‘thinking time’ given to learners, the types of questions asked by students and feedback from students.

Personalised teacher feedback reports

Teachers receive personalised, in-depth feedback on their teaching practice provided by the University of Melbourne.

Associated Files File_icon Visible_Classroom_Further_Information.pdf