There has been much debate in recent years on what constitutes teacher professionalization and how to develop and foster it. Zierer, Lachner, Tögel, and Weckend, in their paper “Teacher Mindframes from an Educational Science Perspective,” propose that the effectiveness of teachers should not be based on a professional’s knowledge and ability alone. More than Just
In the world of Visible Learning, many educators are drawn to influences with effect sizes above the hinge point of 0.40. Not only does Scaffolding fall in the zone of desirable effects, it has an effect size of 0.82 - nearly double the rate of learning. In the face of
Most often when we ask teachers about why they want their students to learn certain topics, we hear teachers say that they hope their students will lead productive lives in the future. They want students to be strong thinkers, problem solvers, readers, writers, and speakers. They want kids to see
2019 marks the ten-year anniversary of John Hattie’s extensive database of educational research, Visible Learning. Since its publication, there have been many comments, conversations and critiques of the research methodology and key findings. Some conversations have focused on the meta-analysis itself and seen the research
Even though Professor Hattie’s (2009) Visible Learning synthesis provides a wealth of research that can be used by educators to inform their practice, the deep implementation of evidence-based strategies remains unrealized in many schools and classrooms. In a recent article published in Education Science, we
Starting to implement something new is difficult in its own right; sustaining and deepening that implementation brings on additional layers of complexity. The good news is that it can all be done with the right focus and mindset. Visible Learning is a body of research
An excerpt from Making Change That Sticks, a whitepaper about Visible Learningplus in Klein ISD, Texas. Metzler Elementary Principal Lakita Combs was at an education conference in 2013 when she first heard about Visible Learning in a session about a completely different topic. Immediately, she stopped
An excerpt from Making Change That Sticks, a whitepaper about Visible Learningplus in Klein ISD, Texas Lemm Elementary School Principal Kathy Brown had a lightbulb moment when she first heard about Visible Learning at a conference in Florida in 2014. Based on Professor John Hattie’s Visible Learning
The Visible Learning research concluded that feedback has a powerful effect on student learning. During his recent webinar, Professor Hattie asked attendees to send in their questions related to feedback. Read his first post answering your questions here. What role does self-assessment/self-evaluation have in giving/receiving feedback? Self-assessment
Professor John Hattie’s landmark Visible Learning research concluded that effective feedback, combined with effective instruction, improves the rate of learning by a factor of 2! During his webinar a few weeks ago, John Hattie explained how to distinguish between effective and ineffective feedback, and shed