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

by John Hattie

reading fosters a great deal of interaction between the reader, the child, and the text.

The overall effect was d = 0.63 on oral language and d = 0.41 on reading.

Sustained silent reading, time on task alone, and having parents reading have much lower effects.

Having parents read to their children has positive effects on reading, and in particular on vocabulary acquisition.

Torgerson, King, and Sowden (2002) investigated the effects of unpaid classroom volunteers to provide extra support to children learning to read. Almost half the studies showed negative effects, and the overall relationship was small indeed.

the effects drop to zero above grade 3—students who struggle or do not enjoy reading gain little reading instruction when silent reading; it is another opportunity to engage in an activity confirming that reading is not enjoyable.

observation schedule

I enjoy these two words next to one another

“well-designed, reliably implemented, one-to-one interventions can make a significant contribution to improved reading outcomes for many students whose poor reading skills place them at risk of academic failure” (p. 617).

There is much support for the five pillars of good reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension—and attending to all is far more critical than whether the program teaches one of the five as opposed to another.

!

assuming that students will learn vocabulary incidentally when reading.

They won’t

accelerated as the students moved through their high school years (Hattie, 2007).

Finally, we need to learn from what high school teachers do as the flattening turns to an incline when students enter high schools

the largest study of writing programs. They recommended that it is powerful to teach strategies for planning, revising, and editing compositions (d = 0.82), particularly if the students are struggling writers.

setting clear and specific goals for what students are to accomplish with their writing product (d = 0.70),

word processing (d = 0.55),

teaching students strategies to write increasingly complex se...

setting clear and specific goals, especially as to the purpose of each piece of writing.

It is time to provide a rigorous partner-essay writing packet

collaborative practice with teachers (d = 0.76), with peers (d = 0.70), for teacher modeling of strategy use (d = 0.68), for use of procedural prompts (d = 0.86),

teachers or peers provided frequent feedback to students on the overall quality of writing, missing elements, and strengths.

collaborative authorship.

was used as an instructional tool. Creative drama tended to be more effective at the preschool and elementary school levels than for older children, and both regular and remedial students appeared to benefit from and enjoy participating in creative drama.

Butzlaff (2000) argued that practice in reading music notation makes the reading of linguistic notation an easier task; this is because the skill in listening to music requires a sensitivity to tonal distinctions that can assist in acquiring a sensitivity to phonological distinctions; reading the repetitive and hence predictable lyrics of songs helps train reading skills; and working together in music groups instils a sense of personal responsibility, which in turns leads to heightened academic responsibility and performance.

providing music when students had successfully completed an activity had dramatic effects (d = 2.90) in promoting education and therapy objectives.

were still very large. Specifically, using music (mainly as a reward) increased behavior across various ability groups (e.g., physically or medically impaired d = 2.25; emotionally impaired d = 2.38, normal d = 2.99, mentally impaired d = 3.16). The effects on achievement outcomes was still a very large d = 2.18 (N = 24). They concluded that “music is highly effective as a contingency for either increasing desirable behavior or reducing undesirable behavior, with slightly better results in increasing behavior. Music interruption is more effective than music initiative as the procedure for establishing the contingency” (p. 124).

The power of feedback to students learning mathematics was highlighted by Baker, Gersten, and Lee (2002). They found that the highest effects accrued when teachers provided feedback data or recommendations to students (d = 0.71), then for peer-assisted learning (d = 0.62), explicit teacher-led instruction (d = 0.65), direct instruction (d = 0.65), and concrete feedback to parents (d = 0.43).

Perich all day!

one consistent finding was that providing teachers and students with specific information on how each student was performing seemed to enhance mathematics achievement consistently.

Effects are higher for teaching concepts (d = 0.36) and computation (d = 0.31), but not application (d = 0.06);

and higher in algebra (d = 0.43) than in arithmetic (d = 0.21) and geometry (d = 0.14).

there are more effective methods than manipulables. In a study investigating differing methods for teaching high school algebra (Haas, 2005), the greatest effects were from direct instruction (d = 0.55) and problem solving (d = 0.52), and the lowest effects were from technology-aided (d = 0.07) and communication and study skills methods (d = 0.07).

process skills,

In particular there were higher effects on areas involving higher cognitive skills (critical thinking, problem solving, creativity, logical thinking), and on reading, mathematics, and communication skills.

The use of laboratory and more hands-on activities has produced mixed results.

Overall, the effective science classroom reflected considerable teacher planning, with students taking some responsibility for task definition.

The highest effects came from enhanced content strategies (e.g., relating topics to previous experience or learning and engaging students’ interest; d = 1.48), collaborative learning strategies (d = 0.67), inquiry strategies (d = 0.65), manipulation strategies (d = 0.57), assessment strategies (d = 0.51), and instructional technology strategies (d = 0.48). They concluded that “if students are placed in an environment in which they can actively connect the instruction to their interests and present understandings and have an opportunity to experience collaborative scientific inquiry under the guidance of an effective teacher, achievement will be accelerated” (p. 1452).

augmented activation

?

These refutational texts created a form of cognitive dissonance in students’ thinking and thus students could be taught to explain why the misconception was incorrect: “Augmented activation activities facilitated cognitive conflict by directing the reader's attention to contradictory information in the text or by providing illustrative demonstrations that caused incongruity with extant beliefs” (Guzzetti et al., 1993, p. 134).

Augmented activation choose between two parts of a parargraph

Character education is an umbrella term for many programs: citizenship training, health education, conflict resolution training, life skills, service learning, moral reasoning, moral education, values verification, ethics, and religious education.

Character education and george yancy

The overall effect of 0.28 from the moral education programs that emphasized moral dilemma discussions had slightly higher effects (d = 0.41)

junior high school students (d = 0.22).

Over all these meta-analyses involving social skills programs, the effects are stronger on enhancing peer relations (d = 0.80 to d = 0.90) and social outcomes (about d = 0.5 to d = 0.6); lower when the students are initially identified as social problems (d = 0.20); and lowest when academic achievement is the outcome of the social-skill programs (d = 0.10 to d = 0.20).

long-term effects were weak. Social skills programs can make a positive difference to social outcomes, particularly social problem solving programs.

Hanson's (1988) review of social skills training literature found that the average participant in a social skills training program was more socially skilful than 74 percent of those who had not been given training (d = 0.65).

The domain with the highest effects from social skills training related to peer relations among all students (Schneider, 1992, d = 0.98).

coaching and modeling, particularly when focused on individual peer relation issues.

enhanced motivation as they are made to feel that meaningful improvements in social behaviors are within reach.

The effects on academic achievement were very low (d = 0.19).

Children with learning disabilities have an accurate perception of their status within the classroom!

career counseling has generally positive effects, with class interventions the most effective but requiring the greatest number of hours. Individual

Fisher (1992) in an investigation on the effects of play on development found stronger evidence to suggest play promotes improved performance outcomes both in cognitive-linguistic and affective-social domains.

Brian sutton smith

Overall, creativity programs have a large positive effect on outcomes.