Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

by John Hattie

It is a world of conjectures, explanations, proofs, arguments, and evaluations.

conceptual artifacts—a way to see their world in a similar manner to how the culture has learnt to see its world, and communicate its worldviews and values.

the third world is not limited to accepted, verified, or important knowledge objects.

“Knowing one's way around in the world of conceptual artifacts affords a wealth of possibilities not open to people who know that world only from a distance, if at all.” (p.

defensible theories of knowing and reality (the third world).

the claim is that it is important to have the right balance:

you need surface to have deep;

you need to have surface and deep knowledge and understanding in a context or ...

Sometimes the deeper concepts need more specific and direct teaching, and sometimes the more surface concepts can be learned via inquiry or problem solving.

A major aim is to develop “over-learning” or fluency of achievement. For example, most of us “over-learnt” learning to walk—we forget the trial and error and pain that was involved when we first learnt to walk; but we can most certainly recognize that struggle to learn to walk when we have a major accident, and must learn this skill anew.

deliberative practice

TDA Friday

degree of openness to experiences;

Not the grouchy learner

reputation as a learner.

opportunities for parents and educators to mould dispositions that aid rather than hinder learning, such as developing the child's willingness to engage in learning, the degree that a child aims to enhance his or her reputation that can be gained from being engaged in learning, helping the child attribute success to factors such as effort rather than ability, and developing in the child a positive attitude towards learning.

Many meta-analyses of the effects of intention on behavior have shown that intentions accounted for 28 percent of the variance of behavior, and is highest when students possess actual control over the behavior (e.g.,

Steinberg, Brown and Dorn-busch (1997) have argued that no manner of school reform will be successful until we first face and resolve the engagement problem—and they note that this is not merely an educational problem, but is “a more general barometer of adolescent malaise”

parental expectations and aspirations for their child;

parental knowledge of the language of schooling.

positive expectations

What are some positive outcomes you want for your student?

highest possible shared expectations for learning.

many of the most debated issues are the ones with the least effects.

lack of disruptive students in the classroom—

“Invitational Learning”, which works from the meaning of invitational as “offering something beneficial for consideration”. His claim is that we need to create schools that invite, or cordially summon students to be involved in the learning process.

The model is based on four propositions: 1 trust, in that we need to convince not coerce others to engage in what we would like them to consider worthwhile activities;

respect, in that we adopt caring and appropriate behaviors wh...

the fostering of effort;

A most critical aspect contributed by the teacher is the quality of their teaching as perceived by the students.

High ratings were not awarded lightly (Bendig, 1952; Tagomori & Bishop, 1995).

It is teachers who are open to experience, learn from errors, seek and learn from feedback from students, and who foster effort, clarity, and engagement in learning.

Poster

These strategies must be planned, deliberate, and explicit, and there need to be active programs to teach specific skills and deeper understanding in the subject areas.

paying deliberate attention to learning intentions and success criteria; • setting challenging tasks; • providing multiple opportunities for deliberative practice; • knowing when one (teacher and student) is successful in attaining these goals; • understanding the critical role of teaching appropriate learning strategies; • planning and talking about teaching; • ensuring the teacher constantly seeks feedback information as to the success of his or her teaching on the students.

Students need to be involved in determining success criteria, setting higher expectations, and being open to experiences relating to differing ways of knowing and problem solving.

learning is visible such that it can be monitored, feedback provided, and information given when learning is successful.

“it seems that highly structured learning or direct teaching, which emphasizes testing and feedback, again emerges as the most effective teaching form”

This is particularly powerful when students know what they know and what they do not know (the meta-cognitive awareness) and when they apply cognitive processing and meta-cognitive strategies.

Provide a bingo graph.amd.survey rubric more deliberately for vocab, essay, 10 mimute. Prewrite

On each of about 220 days, for around 13 years, children spend five to six hours in school, nine to ten hours at home and in their communities, and about eight to nine hours asleep. When this time is added together with weekend and vacation time, students spend about 15,000 hours in school over a lifetime: or about 30 percent of their waking time is spent in the hands of those legislated to teach them.

They also spend twice that amount of time (29,000 hours) at home during these school years, and they also spend 26,000 hours in the care of parents and caregivers before they start formal schooling (at about five to six years of age).

The fundamental argument in this chapter is that students not only bring to school their prior achievement (from preschool, home, and genetics), but also a set of personal dispositions that can have a marked effect on the outcomes of schooling.

While there is no doubt that schools can affect both achievement and learning dispositions, the origins of both are often well in place before the child enters the school yard.

children's emerging beliefs about the value and worth of investing in learning,

dispositions to learning should be key performance

early adolescent years

the “decision” to continue in education or not is often made

What a child brings to the classroom each year is very much related to their achievement in previous years—brighter children tend to achieve more and not so bright children achieve less. This should not be surprising given that the correlation between ability and achievement is very high.

Hattie and Hansford (1982) reported an average correlation of r = 0.51 between measures of intelligence and achievement (an effect size, d = 1.19). This high relationship accounts for what many researchers call (usually with a sense of surprise) the “Matthew effect”, which is based on the biblical notion that the rich get richer and the poorer get poorer or do not gain as much. Prior achievement predicts success from preschool to the first years of schooling (Duncan et al., 2007; La Paro & Pianta, 2000; Schuler, Funke, & Baron-Boldt, 1990), between high school and college or university grades (Kuncel, Hezlett, & Ones, 2001), between college and adult success (Bretz, 1989; Samson, Graue, Weinstein, & Walberg, 1984), and between grades in school and later job performance

It is certainly the case that by the time the child enters school, family, preschool, or genetic factors will have already played a major role in generating subsequent differences in school-based achievement.

Duncan et al. (2007) found that only preschool mathematics (knowledge of numbers, ordinality), and then to a lesser extent reading (vocabulary; knowing letters, words, and beginning and ending word sounds) predicted subsequent success in school.

“before children have even entered school, very substantial signals about educational progress” are evident

Of the many variables that Rush (1992) investigated in his quest to see what distinguished at-risk and drop out students, the only variables where there were differences between at-risk and drop-out students compared with those not so classified were IQ, educational aspirations, and locus of control.

dyslexia, ADHD, Aspergers Syndrome, and so on (the latter are real phenomena but often over used as convenient labels,