Introduction to Visible Classroom analytics

Teacher Talk Time

While the context of the lesson determines the degree to which teachers are speaking, it is clear that students benefit from opportunities to demonstrate their learning through engagement in discussion and opportunities to articulate their understanding of what they’ve learned (Edwards & Mercer, 1987; Deese, 1984). Therefore, presenting these opportunities to students supports deep learning and creates opportunities to model and reinforce understanding of the content being taught.

A large amount of TTT can cause student under-involvement, which leads to loss of concentration and reduced learning. High TTT also means there may be no indication of whether the students have understood the lesson content. Further, if the teacher dominates classroom discourse, opportunities for students to develop their skills can be limited. Importantly, high levels of teacher talk in the form of monologue can lead to students taking less responsibility for their own learning as they learn what the teacher decides and when. Here Professor John Hattie talks about Teacher Talk Time.

Talk Speed

We all talk in different ways, but have you ever reflected on your rate of speech? Word speed impacts on the amount of information each of us is able to process, including both listening and reading comprehension (Goldstein, 1940). Most adults now communicate at more than 170 words per minute, but this is too fast for most of us to comprehend all the content that is being delivered. This is particularly true for students who are listening to their teacher in a classroom (Hull, 1985). When you look at your Average WPM, consider whether your speed suited your students and the lesson context. Here Professor John Hattie talks about Talk Speed.

Frequency of Questions

Analysing the frequency and types of questions that took place in a lesson is important because the difference in question type and the length of wait time give students opportunities to process content (Gustafson-Capková & Megyesi, 2001) and engage in deep learning. When you scaffold the types of questions students can reflect on, they are more likely to make connections between ideas and across ideas, and for the knowledge to be embedded more deeply over time. Too many surface questions implies knowledge is finite and related to simple information collecting, comparable, for example, to using a search engine online. There is no assurance that they have learned those ideas and have a deep knowledge of the concept.

Professor John Hattie explains the importance of reviewing your talk time and word speed.

Reading Ease and Grade Level

These analytics are based on your transcript, which considers the complexity of syntax and vocabulary demonstrated during your lesson. The sophistication of your language is important due to the impact on students in processing content. Particularly for younger learners and students from non-English speaking backgrounds, the complexity of sentence structure and vocabulary must be appropriate to their learning goals and progression over time (Farr, Jenkins & Patterson, 1951). Both the Flesch (1948) and Flesh-Kincaid (1975) models are commonly used to assess the sophistication and complexity of reading level in discourse. Read more: Flesch–Kincaid readability tests

Word Cloud

The word cloud highlights the key words used in your lesson based on their frequency in the transcript. The word cloud therefore provides a snapshot of the central themes of your lesson. The frequency of each word is visually illustrated by the size of that word in the cloud. This format allows you to quickly perceive the most prominent terms used in your lesson.

Student Survey

The student survey results are based on the answers provided by your students to a short online survey given directly after your lesson. The survey poses questions about how clearly ideas were explained during the lesson, whether students felt they were helped with their understanding, learned to correct their mistakes and used thinking skills. The survey is extremely valuable as a tool to receive direct student feedback on the effectiveness of your teaching strategies. The survey completes the feedback loop that is integral to the concept of Visible Learning described by Professor John Hattie. Learn more.

Visible Classroom survey


Visible Classroom provides feedback on whether you:

 Facilitate classroom engagement and participation

Promote critical understanding and thinking

Engage in deep teaching with your students

Encourage free speech and risk taking

Provide meaningful and corrective feedback

Articulate learning goals and lesson objectives

Ask open and closed questions

Speak too quickly or too slowly

Support learning progression

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