Clarkson Learning Journey 4 has a focus on feedback. For John Hattie and Shirley Clarke in Visible Learning Feedback (2019), feedback is a consequence of performance. It is second and it occurs after instruction. At Clarkson, the focus on feedback is to engage the hearts and minds of the school and its community to focus on the means to accelerate students’ learning outcomes.

Feedback builds upon the learning and shortens the distance between performance and the goal. High-quality feedback improves student learning and reduces the gap between higher and lower-achieving students. The Australian Professional Standards for Teachers explain that teachers both assess student learning and provide meaningful feedback to students on their learning.

By John Young, Principal. Published in Education Today magazine February 2019

It is only with the heart that one can see rightly; what is essential is invisible to the eye.’  Antoine de Saint-Exupéry, The Little Prince


I like to ponder the above quotation as I have thought learning should always be serious fun and so I asked an expert and here was his response -

‘The major notion of VISIBLE is to help make the invisible more visible. Yes learning is not often visible; yes 80% of what happens in a class a teacher does not see or hear; and much more – so how to resource schools to better understand these essential attributes. The Little Prince is so right – which is why we need to be concerned especially with the big hearts that most teachers have to truly make the difference.’ (Prof John Hattie, in correspondence, 2018)

John Hattie and Klaus Zierer’s, 10 Mindframes for Visible Learning: Teaching for Success (2018) provided a coherent vision to guide reform at Clarkson Community High School (CCHS). Visible Learning research provided a framework for school improvement. The understanding of school vision was a useful focus for the professional development, recruitment and selection of teachers in 2018.

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