Last spring, we gave you the opportunity to submit your burning questions about the Visible Learning research or student achievement to Professor John Hattie, the researcher behind the largest evidence base on K-12 student achievement in the world. I was able to track him down to ask
When I was a new teacher in New York State, the State Education Department (NYSED) required all provisionally certified teachers to film themselves teaching. Without the videotape, teachers could not become permanently certified. With 6 months left on my provisional certification, I borrowed a video
Hattie’s Visible Learning research, despite years in the making, is still young in terms of implementation in schools here in North America. So, the question it leads me to consider is whether or not Visible Learning will fall prey to the “silver bullet” paradigm that
Are the grading actions you are currently implementing leading to greater levels of student learning and desired behaviors? Professor John Hattie notes clearly that building students’ assessment capability has the potential to best impact their learning. But just what does assessment capability mean? Assessment capable students: Become
Without question, Professor John Hattie’s Visible Learning research has made a significant contribution to the quality of instructional decision-making. Knowing the effect sizes of a variety of instructional practices can help us to focus decisions and strategies in the direction most likely to build academic
Visible Learning Educators all over the world are buzzing about John Hattie's research on visible learning. In his research, Hattie asserts that "almost everything works" to some extent. In other words, every intervention will impact students in some way. However, only certain interventions have a significant
From John Hattie’s research on effectiveness of various educational strategies we have learned that spaced practice, instead of massed practice, is significant. In fact, it is 12th on the list of over 100 strategies. For the most part, education in the United States has followed
This post was originally published on Finding Common Ground. In a partnership…students work alongside teachers to own their learning and reach worthy goals. Is that really possible? It all depends on us. Students come equipped to discover, explore, and with innate talents for learning, and it’s our
With so much discussion about defining high quality professional development, we talk about strategies for engaging adult learners, giving educators usable take-away strategies, and coaching implementation in real-world instructional settings—all while maintaining a focus on improving student learning. Two main themes coming out of Dr. John
When wanting to know how much and how well our children are learning in school, critical measures of success are usually based solely on achievement data. Results from standardized tests are examined along with results from previous years (and neighboring schools, districts, and states/provinces) in