Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
- 8h 58m
- John Hattie
- Taylor and Francis
- 2003
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.
A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.
Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
About the Author
John Hattie is Professor of Education and Director of the Visible Learning Labs, University of Auckland, New Zealand.
In this Book
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Preface
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The challenge
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The nature of the evidence—a synthesis of meta-analyses
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The argument—visible teaching and visible learning
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The contributions from the student
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The contributions from the home
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The contributions from the school
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The contributions from the teacher
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The contributions from the curricula
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The contributions from teaching approaches—part I
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The contributions from teaching approaches—part II
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Bringing it all together
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Bibliography
