10 Mindframes for Visible Learning

1. Teachers' mindframes are more critical than their actions

How we think about the impact of what we do is more important than what we do

Mindframes shape impact. Teachers' beliefs, attitudes, and ways of thinking about their role and impact are more influential than specific teaching methods or actions. Successful teachers have a set of mindframes that guide their moment-to-moment decisions in the classroom. These include seeing themselves as evaluators of their impact, change agents, and collaborators focused on maximizing learning.

Evidence-based practice. Rather than following fads or relying solely on experience, effective teachers constantly seek evidence of their impact on student learning. They view their teaching through the lens of its effect on students, not just the delivery of content. This evidence-seeking mindset allows teachers to adapt their approach based on what's actually working.

Passion and expectations. Teachers with positive mindframes are passionate about teaching and learning. They have high expectations for all students and believe every student can improve with the right support. This optimistic yet realistic attitude creates a classroom culture conducive to growth and achievement.

2. Evaluate your impact on student learning

I am an evaluator of my impact on student learning.

Continuous assessment. Effective teachers regularly gather evidence about their impact on student learning, rather than assuming their teaching is effective. This involves frequently checking for understanding, analyzing student work, and reflecting on assessment data.

Adapt and improve. Based on their evaluation of impact, teachers adjust their approach to better meet student needs. If students aren't learning as intended, teachers see it as their responsibility to find new strategies rather than blaming external factors.

Multiple measures. Impact is evaluated through various means:

• Formative assessments
• Student feedback
• Peer observations
• Self-reflection
• Analysis of student work samples
• Standardized test data (used judiciously)

3. Use assessments as feedback for teaching

I see assessment as informing my impact and next steps

Informative, not just evaluative. Assessments should primarily serve as feedback to improve teaching and learning, not just to assign grades. They provide crucial information about what students have learned, what they're struggling with, and how to adjust instruction.

Formative focus. While summative assessments have their place, formative assessments that happen during the learning process are especially valuable. These could include:

• Exit tickets
• Quick quizzes
• Student self-assessments
• Peer evaluations
• Teacher observations

Data-driven decisions. Assessment data should directly inform instructional choices. This might mean re-teaching concepts, providing targeted interventions, or accelerating instruction for students who have mastered the material.

4. Collaborate with peers to improve impact

I collaborate with my peers and my students about my conceptions of progress and my impact

Collective efficacy. When teachers work together to improve their impact, it can have a powerful effect on student achievement. This collaboration might involve:

• Analyzing student work together
• Observing each other's classes
• Co-planning lessons
• Sharing effective strategies

Professional learning communities. Structured collaboration time allows teachers to focus on improving student learning. These meetings should center on examining evidence of impact and planning next steps.

Student collaboration. Involving students in discussions about their progress and the effectiveness of teaching strategies can provide valuable insights and increase student engagement in their own learning.

5. Be a change agent who believes all students can improve

I am a change agent and believe all students can improve

Growth mindset. Teachers with this mindframe believe that all students can learn and improve, regardless of their current level of achievement. They see challenges as opportunities for growth rather than insurmountable obstacles.

Proactive approach. Instead of waiting for change to happen, these teachers actively work to create positive change in their classrooms and schools. They:

• Try new strategies
• Advocate for students
• Challenge the status quo when necessary
• Inspire colleagues to innovate

High expectations. While recognizing that students start at different levels, teachers set ambitious but achievable goals for all learners. They provide the support needed to reach these goals.

6. Challenge students beyond "doing your best"

I strive for challenge and not merely "doing your best"

Specific, challenging goals. Rather than vague encouragement to "do your best," effective teachers set clear, challenging goals for students. These goals should be:

• Specific and measurable
• Slightly beyond current ability level
• Broken down into manageable steps

Scaffold for success. While pushing students to grow, teachers provide the necessary support to meet challenges. This might include:

• Breaking tasks into smaller parts
• Modeling problem-solving strategies
• Providing worked examples
• Gradually releasing responsibility

Celebrate growth. Acknowledging progress towards challenging goals, not just final outcomes, reinforces the value of effort and persistence.

7. Give and receive feedback effectively

I give and help students understand feedback and I interpret and act on feedback given to me

Timely and specific. Effective feedback is given promptly and focuses on specific aspects of the work or learning process. It should clearly indicate what was done well and what needs improvement.

Forward-looking. The most impactful feedback doesn't just describe current performance, but provides guidance on how to improve. It answers the question: "Where to next?"

Two-way process. Teachers should not only give feedback but also actively seek it from students about their teaching. This might involve:

• Student surveys
• Exit tickets asking about lesson effectiveness
• Informal check-ins on what's working/not working

8. Balance dialogue and monologue in teaching

I engage as much in dialogue as monologue

Student voice. Effective classrooms have a balance of teacher talk and student discussion. Teachers create opportunities for students to:

• Explain their thinking
• Ask questions
• Engage in academic conversations with peers
• Provide feedback to each other

Quality over quantity. It's not just about reducing teacher talk, but ensuring that dialogue is purposeful and deepens understanding. This might involve:

• Socratic questioning
• Structured academic discussions
• Think-pair-share activities
• Student-led presentations

Listen actively. When students are speaking, teachers should listen carefully to understand their thinking, not just wait for a chance to correct or respond.

9. Clearly communicate success criteria to students

I explicitly inform students what successful impact looks like from the outset

Transparency in expectations. Students learn best when they clearly understand what success looks like. Teachers should:

• Share learning objectives at the start of lessons
• Provide rubrics or exemplars of quality work
• Discuss what mastery looks like in concrete terms

Co-create criteria. Involving students in defining success criteria can increase their understanding and buy-in. This might involve analyzing examples together or brainstorming what quality work entails.

Refer back often. Success criteria should be revisited throughout the learning process, not just shared at the beginning. Students should use them for self-assessment and peer feedback.

10. Build trust for a safe learning environment

I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others

Psychological safety. Students need to feel safe taking risks and making mistakes in order to learn deeply. Teachers foster this by:

• Modeling vulnerability and error correction
• Praising effort and improvement, not just correct answers
• Framing mistakes as learning opportunities

Positive relationships. Strong teacher-student and peer relationships support learning. This involves:

• Getting to know students as individuals
• Creating opportunities for positive peer interactions
• Demonstrating care and respect consistently

Clear expectations. While warm, the learning environment should have clear behavioral and academic expectations. This structure helps students feel secure.

11. Focus on the learning process and language

I focus on learning and the language of learning

Learning how to learn. Beyond subject content, teachers explicitly teach learning strategies and metacognitive skills. This might include:

• Note-taking techniques
• Study skills
• Self-reflection practices
• Goal-setting strategies

Language of learning. Teachers use and teach specific vocabulary related to the learning process. For example:

• "What strategy did you use to solve that problem?"
• "How could you apply this concept in a new situation?"
• "What evidence supports your conclusion?"

Growth-oriented feedback. When discussing progress, teachers focus on the learning process rather than fixed traits. For example, "You found a creative approach to that problem" instead of "You're so smart."

Last updated: May 12, 2025