Visible Learning for Teachers - Inventorium

1 Visible Learning FOR TEACHERSMAXIMIZING IMPACT ON LEARNINGJOHN HATTIEREVERSED evelopmental EffectsTypical Teacher relationships = .72 ZONE OF DESIRED EFFECTSREVERSED evelopmental EffectsTypical Teacher achievement = .67 ZONE OF DESIRED EFFECTSREVERSED evelopmental EffectsTypical Teacher = .73 ZONE OF DESIRED EFFECTSV isible Learning for TeachersJohn Hattie s ground-breaking book Visible Learningsynthesized the results of more than15 years research involving millions of students and represented the biggest ever collectionof evidence-based research into what actually works in schools to improve Learning for Teacherstakes the next step and brings those ground-breaking conceptsto a completely new audience. Written for students, pre-service and in-service Teachers ,it explains how to apply the principles of Visible Learningto any classroom anywhere inthe world.

2 The author offers concise and user-friendly summaries of the most successfulinterventions and offers practical step-by-step guidance to the successful implementationof Visible Learning and Visible teaching in the book: links the biggest ever research project on teaching strategies to practical classroomimplementation; champions both teacher and student perspectives and contains step-by-step guidanceincluding lesson preparation, interpreting Learning and feedback during the lesson andpost lesson follow up; offers checklists, exercises, case studies and best practice scenarios to assist in raisingachievement; includes whole school checklists and advice for school leaders on facilitating visiblelearning in their institution; now includes additional meta-analyses bringing the total cited within the research toover 900; comprehensively covers numerous areas of Learning activity including pupil motivation,curriculum, meta-cognitive strategies, behaviour, teaching strategies and Learning for Teachersis a must read for any student or teacher who wants an evidence-based answer to the question: how do we maximize achievement in our schools?

3 John Hattieis Professor and Director of the Melbourne Education Research Institute atthe University of Melbourne, Australia and honorary Professor at the University ofAuckland, New Zealand. He is the author of Visible Learningand co-author of Intelligenceand Intelligence Testing, both published by Learning for TeachersMaximizing impact on learningJohn Hattie1234567891012345678920123456789301 23456789401234561 First published 2012by Routledge2 Park Square, Milton Park, Abingdon, Oxon OX14 4 RNSimultaneously published in the USA and Canadaby Routledge711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business 2012 John HattieThe right of John Hattie to be identified as author of this work has beenasserted by him in accordance with sections 77 and 78 of the Copyright,Designs and Patents Act rights reserved.

4 No part of this book may be reprinted or reproduced orutilized in any form or by any electronic, mechanical, or other means, nowknown or hereafter invented, including photocopying and recording, or in anyinformation storage or retrieval system, without permission in writing from notice: Product or corporate names may be trademarks or registeredtrademarks, and are used only for identification and explanation without intentto Library Cataloguing in Publication DataA catalogue record for this book is available from the British LibraryLibrary of Congress Cataloging in Publication DataHattie, Learning for Teachers : maximizing impact on Learning / John bibliographical references and Learning . 23 dc232011032967 ISBN: 978 0 415 69014 0 (hbk)ISBN: 978 0 415 69015 7 (pbk)ISBN: 978 0 203 18152 2 (ebk)Typeset in Bemboby Swales & Willis Ltd, Exeter, Devon12345678910123456789201234567893012 3456789401234561 PrefaceviiAcknowledgementsx1 Visible Learning inside1 PART 1 The source of ideas and the role of teachers72 The source of the ideas93 Teachers : the major players in the education process22 PART 2 The lessons354 Preparing the lesson375 Starting the lesson696 The flow of the lesson: learning927 The flow of the lesson.

5 The place of feedback1158 The end of the lesson138 PART 3 Mind frames1479 Mind frames of Teachers , school leaders, and systems149 References171 Appendix AChecklist for Visible Learning inside 183 Appendix BThe 900+ meta-analyses189 Appendix C A list of influences on achievement251v1234567891012345678920123 45678930123456789401234561 ContentsAppendix D Rankings and effect sizes of program influences from the end-of-chapter exercises255 Appendix ECalculating effect sizes257 Appendix FThe Irving Student Evaluation of Accomplished Teaching Scale261 Author index263 Subject index26712345678910123456789201234567893 0123456789401234561 ContentsviElliot is now aged 10. When Visible Learningwas being completed, Elliot was diagnosedwith leukaemia.

6 Since then, he has completed the four-year regime of chemotherapy; now,his own system is being asked to take over. He has started school, is Learning to read andwrite, and is becoming a happy, adventurous pre-teen having retained his sparklypersonality throughout the arduous hospitalization. The scripts that the doctors decidedto follow have been successful and the interventions have had major positive the treatment, the impact of the interventions was monitored, changed, andled to the critical decisions that now allow Elliot to shine in touch rugby and BMX riding,and to be a peer mediator at his school. He has been a part of a community of doctors,nurses, Teachers , friends, and family so many were involved.

7 The impact of the dosageand treatment was constantly monitored to ensure that it was leading to the criteria ofsuccess. Decisions were made in light of the monitoring; teams worked to understand theconsequences of treatments; and evidence was the key to adaptive professional decision-making all aiming to maximize the impact not only on the medical, but also the socialand family, all truly knew their impact. Again, Elliot is the inspiration for themajor message of this book: know thy impact!For many years of my career, I have worked in schools, met many stunning teacherswho have evidence of their impact on student Learning , and worked with some of thebest in the world in researching teaching expertise. In the past few years, my team has runworkshops for over 3,000 Teachers and school leaders, and worked in more than 1,000schools, mainly in New Zealand and have learned much from these schoolsabout the implications from Visible Learning .

8 The message certainly is not ticking off thetop ten in the league table! The most common question is: Where do I start? The argu-ment in this book is that the starting place is the way in which you think about your role it is to know, on a regular basis, the nature and magnitude of your impact on the learningof your next most common question is What does Visible Learning look likein a school? hence one of the themes in this book of Visible Learning inside . There isno program, no single script, no workbook on how to implement Visible Learning ; instead,I have provided a set of benchmarks that can be used to create debates, to seek evidence,and to self-review to determine whether a school is having a marked impact on all of highlights the importance of educators as evaluators of their questions ( Where do I start?)

9 ; What does Visible Learning look like? ) beg thenext question, What is the nature of the Learning that you wish to impact? , and my hopevii123456789101234567892012345678930 123456789401234561 Prefaceis that it is more than passing surface-level tests. It involves impacting on the love oflearning, inviting students to stay in Learning , and seeing the ways in which students canimprove their healthy sense of being, respect for self, and respect for others as well asenhancing achievement is to be valued needs to be a major debate inschools, communities, and societies; right now, such curricular questions seem moredetermined by the test specifications than by such lively could have written a book about school leaders, about society influences, about policies and all are worthwhile but my most immediate attention is more related to teachersand students: the daily life of Teachers in preparing, starting, conducting, and evaluatinglessons, and the daily life of students involved in Learning .

10 Note the plural: it is a communityof Teachers that is needed to work together to ask the questions, evaluate their impact,and decide on the optimal next steps; it is the community of students who work togetherin the pursuit of progress. Such passion for evaluating impact is the single most criticallever for instructional excellence accompanied by understanding this impact, and doingsomething in light of the evidence and Visible Learning , I constantly came across the importance of passion ; as ameasurement person, it bothered me that it was a difficult notion to measure particularlywhen it was often so obvious. But it is a particular form of passion a passion based onhaving a positive impact on all of the students in the book starts with a discussionof the attributes of such passionate Teachers who have major impacts on students.