A quick think on Hattie’s Visible Learning
Looking forward to a new academic year, a new school and a new course of schemes, I have reflected again on John Hattie’s brilliant book Visible Learning (there are several in the series). In 2008, Hattie conducted the largest ever meta-analysis on the effect of different factors on educational outcomes, the evidence of which formed the basis for his book. Hattie was able to show that school leaders who develop the below 8 mind frames were more likely to have a major impact on student learning. These are:
- My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.
- The success and failure of my students’ learning is about what I do or don’t do. I am a change agent.
- I want to talk more about learning than teaching.
- Assessment is about my impact.
- I teach through dialogue, not monologue.
- I enjoy the challenge and never retreat to “doing my best”.
- It’s my role to develop positive relationships in class and staffrooms.
- I inform all about the language of learning.
The mind frames are reflective of a teacher who is engaged in their own practice as a craft that will continue to develop and improve over time. Dylan Wiliam discusses teacher improvement in this short clip: “Our daily experience as teachers is a failure, which makes it the best job in the world”; (it’s more uplifting than that quotation suggests!).
Something that directly impacted on my own teaching is reading through Hattie’s influences and considering which approaches had the highest rating and how I might include these aspects in my own practice. Note that a score above 0.4 is likely to have a positive impact on student achievement. One below 0.4 is likely to have less impact, and below 0 is likely to have a negative impact.
Hattie, J. (2008). A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
Hattie, J. (2012). Visible Learning for Teachers – Maximising Impact on Learning.