John Hattie’s Visible Learning is a groundbreaking approach to education that has significantly influenced teaching practices worldwide. Developed by Professor John Hattie, this research synthesizes thousands of studies to identify what truly works best in education to improve student outcomes. This article delves into the core concepts of Visible Learning, its key findings, and its implications for educators seeking to enhance their teaching effectiveness.
At the heart of Visible Learning is the concept of effect size. Hattie utilized meta-analysis to aggregate data from numerous studies, measuring the impact of various educational interventions on student achievement. He established an average effect size of 0.40 as a “hinge point”. Interventions with an effect size above this hinge point are considered to have a greater than average impact on student learning. This benchmark allows educators to critically evaluate different strategies and focus on those that are most likely to yield positive results.
Hattie’s initial research, detailed in his seminal book “Visible Learning” (2009), examined 138 influences on student achievement, categorized into six key areas:
- The Student: Factors intrinsic to the learner, such as prior knowledge, self-efficacy, and motivation.
- The Home: Influences from the home environment, including parental involvement and socio-economic status.
- The School: School-level factors like leadership, school culture, and resources.
- The Curricula: The impact of different curriculum programs and approaches.
- The Teacher: Teacher attributes and qualities, such as clarity, credibility, and expectations.
- Teaching and Learning Approaches: Specific instructional strategies and learning methodologies employed in the classroom.
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Visual representation of John Hattie’s Visible Learning research domains, highlighting student, home, school, curricula, teacher, and teaching approaches as key areas influencing learning outcomes.
Visible Learning is not just about identifying what works, but also about making learning visible – both to teachers and to students. This involves teachers becoming evaluators of their own impact, understanding how their teaching practices affect student learning. Furthermore, it emphasizes empowering students to become active participants in their learning process, understanding their progress and taking ownership of their educational journey. This concept is further explored in his book “Visible Learning for Teachers” (2011).
Hattie’s research is continuously evolving. The initial list of 138 influences has expanded to 195 effects in “The Applicability of Visible Learning to Higher Education” (2015) and even further in subsequent updates. Currently, the research is based on an analysis of nearly 1200 meta-analyses, significantly increasing the robustness and depth of the findings. While the number of influences has grown and effect sizes have been refined, the core message of Visible Learning remains consistent: making teaching and learning visible is paramount for maximizing student achievement.
The table below provides a snapshot of the ranking of influences based on their effect sizes. It’s crucial to note that while this table offers valuable insights, it represents a constantly updated dataset, and the most current information should always be consulted directly from Visible Learning resources.
| Rank | Influence | Effect size d (Dec 2017) | Domain |
|---|---|---|---|
| 1 | Collective teacher efficacy | 1.57 | SCHOOL |
| 2 | Self-reported grades | 1.33 | STUDENT |
| 3 | Teacher estimates of achievement | 1.29 | TEACHER |
| … | … | … | … |
| 32 | Feedback | 0.7 | TEACHING |
| … | … | … | … |
| 139 | Collaborative learning | 0.34 | TEACHING |
| … | … | … | … |
| 252 | ADHD | -0.9 | STUDENT |
A small excerpt from John Hattie’s Visible Learning ranking table, demonstrating the range of effect sizes and the diverse influences on student achievement.
Visible Learning offers a powerful framework for educators to critically examine their practices and make informed decisions about how to best support student learning. By focusing on high-effect size strategies and making learning visible, teachers can significantly enhance their impact and contribute to improved educational outcomes. Exploring the full depth of John Hattie’s Visible Learning research provides educators with a valuable toolkit for continuous professional growth and a commitment to evidence-based teaching.
