The notion of ‘visible learning’ was introduced by Professor John Hattie in his book, Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. He is the world’s leading educational researcher in the meta-analysis of teacher and school effectiveness. His book is a culmination of 15 years of research incorporating more than 50,000 studies and over 800 meta-analyses involving millions of students and represents the largest collection of evidence-based research into what actually works in schools to improve learning.
The overall message in this book is the importance of "visible teaching" and "visible learning". Hattie suggests that visible teaching and learning occurs when learning is the explicit goal: when there is feedback given and sought and when there are active, passionate, and engaging people, including teachers, students, and peers participating in the act of learning.
Hattie points out that the main feature of the research evidence is that the "biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers". This allows students to show self-regulatory attributes that are most desirable for learners, such as self-monitoring, self-evaluation, self-assessment, and self-teaching.
The research evidence supports another important message: "what teachers do matters", particularly those who teach in the most deliberate and visible way. These teachers intervene in calculated and meaningful ways to alter the direction of learning in order to attain the desired goals. They also provide students with a range of learning strategies, including direction and re-direction and maximising the power of feedback from the student. Hattie suggests that teachers need to deliberately intervene to enhance teaching and learning, particularly when the content is not understood.
Hattie argues that successful classrooms have visible teaching and learning, where there is great passion displayed by the teacher and learner, and where there is a variety and depth of skill and knowledge by both teacher and student. Teachers must know when learning is correct or incorrect; learn when to experiment; learn to monitor, seek and give feedback; and know how to try alternative learning strategies.
The overall message in this book is the importance of "visible teaching" and "visible learning". Hattie suggests that visible teaching and learning occurs when learning is the explicit goal: when there is feedback given and sought and when there are active, passionate, and engaging people, including teachers, students, and peers participating in the act of learning.
Hattie points out that the main feature of the research evidence is that the "biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers". This allows students to show self-regulatory attributes that are most desirable for learners, such as self-monitoring, self-evaluation, self-assessment, and self-teaching.
The research evidence supports another important message: "what teachers do matters", particularly those who teach in the most deliberate and visible way. These teachers intervene in calculated and meaningful ways to alter the direction of learning in order to attain the desired goals. They also provide students with a range of learning strategies, including direction and re-direction and maximising the power of feedback from the student. Hattie suggests that teachers need to deliberately intervene to enhance teaching and learning, particularly when the content is not understood.
Hattie argues that successful classrooms have visible teaching and learning, where there is great passion displayed by the teacher and learner, and where there is a variety and depth of skill and knowledge by both teacher and student. Teachers must know when learning is correct or incorrect; learn when to experiment; learn to monitor, seek and give feedback; and know how to try alternative learning strategies.
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