The major argument is that when teaching and learning is visible, there is a greater likelihood of students reaching higher levels of achievement. It involves an accomplished teacher who knows a range of learning strategies to build on the students’ surface, deep knowing and understanding, and conceptual understanding. The teacher needs to provide direction and re-direction in terms of the content being understood and thus maximise the power of feedback, and to have the skill to get out of the way when learning is progressing towards the success criteria. It also requires a commitment to seeking further challenges (for the teacher and for the student) –and herein lies a major link between challenge and feedback, two of the essential ingredients of learning. The greater the challenge, the higher the probability that one seeks and needs feedback, and the more important it is that there is a teacher to ensure that the learner is on the right path to successfully meet the challenge.

Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. New York, Routledge. (p.38) 10