THE MAIN IDEA

Summaries of current education books

Visible learning for teachers:

Maximizing the impact on learning.
Por John Hattie (Routledge, 2012)

S.O.S. (For its English initials, A summary of the summary)

The main ideas of the book are:

The great idea is: know your impact! Expert teachers are not wedded to strategies.
specific teaching, instead, focus on evaluating the effect they have on their
students and adjust their teaching methods accordingly.
When teaching and learning are 'visible', that is, when it is clearly seen what
The teachers teach and what the students learn increases the students' achievement.

Why did I choose this book?

John Hattie caused a great stir with the publication of his previous book, Visible Learning.
Published in 2009. His book is based on an immense research project, spanning 15 years,
to discover what works in schools. In fact, a critic called it 'the Holy Grail of
teaching.

By synthesizing more than 50,000 studies related to achievement among school-aged students, Hattie
he led the largest evidence-based research project ever conducted.

While research in the field of education has led to many discoveries, to

by synthesizing a huge amount of studies in such a rigorous and meticulous way, Hattie has provided us
(perhaps not with the Holy Grail) with a much more solid scientific research foundation, of what
that has never been done in the field of education!

So, S.O.S. what does this mean? And why didn't I make a summary of his previous book, Visible
Learning?
It means that Hattie is removing the guesswork from education by stating that there are practices that
we know they are effective in a classroom and that there are practices that we know are not.
It works.

Visible Learning told the story of the factors that have the greatest impact on education. He
I chose to summarize this book because it translates that story into information that schools can use.
in practice. Additionally, with all honesty, it is not so dense that educators can
read it.

You should note that this book does not provide a simple program or easy answers. This is a book of ideas.
that help the practitioner understand the subtleties of education. It will take time to struggle with
some of the proposed ideas cannot simply be said, 'Oh, we need more
feedback" and run with it, as they can end up diminishing the performance of the
students. You need to read these ideas in detail.
 Chapter 1 - What is 'Visible Learning'?

What is 'visible learning'?

This book talks about the attributes of teaching that will really make a difference in the
student learning. It is based on the evidence from the book by John Hattie, Visible Learning.
"Visible" refers to certain things. First, it refers to making students' learning visible.
visible to the teachers, so that they can know if they are having an impact on this
learning. It later also refers to making teaching visible to the
students too, so that students can learn to become their own teachers, a
important component, so that they become lifelong learners - something that
we seek for students to value. The part of 'learning' in visible learning -- which is a topic
common throughout the book -- is the need to think about teaching with learning in the foreground and
with the idea that we should consider teaching, primarily in terms of its impact on the
student learning.

The evidence of Visible Learning (2009)

The ideas in this book are based on the preponderance of the evidence that comes from the previous book.
de Hattie, Visible Learning. This book was based on more than 800 meta-analyses (a method that combines
results of different studies to identify patterns) of 50,000 research articles and
approximately 240 million students. The most important discovery of this research
It can be said that almost any intervention 'works'. Almost every intervention had a
effect size above zero, which means that any intervention simply had
any positive effect on achievement. However, if any intervention had any effect on achievement,
so everything we need to implement is more than what we are already doing, so everything
What we need is more money, more resources, more teachers and then all our problems will be
resolved. However, this is not going to solve the problems in education. Instead of that
we need to be more discriminating. Instead of looking for any practice that has a size of
effect greater than zero (d>0), in Visible Learning, Hattie suggests that an effect size of 0.40 should
to be considered a turning point. An effect size of 0.40 is more or less the average that
We are expecting in an academic year. Therefore, we should aim to implement those interventions.
0.40 or more, as these are the ones that truly improve student performance.

Chapter 2–The greatest implications of Visible Learning

This chapter introduces us to the major implications of Hattie's previous book, Visible Learning.
However, it is important not to assume that this book is a substitute for the discussion of the evidence.
presented in the same. Hattie wants to ensure that we do not stray with a simplistic interpretation
from their conclusions. For example, we could assume that any intervention with a size of effect
less than 0.20 (d<0.20) would be considered small, from 0.3 to 0.6 would be medium and above 0.6 would be
big, but this will depend on the amount of resources needed for that intervention. For
for example, the effect of reducing the size of the classroom, from between 25 to 30 students, to 15 or 20 students is 0.22 and
the effect of a program that prepares students for taking exams is 0.27. Both effects
they are scarce, but the second is much more economical than implementing the first. The best
Profitability in terms of the costs of the second is obvious, therefore, the relative effect of implementing two
scarce effects have different implications. We must go beyond simply determining the size
of an effect to implement or not an intervention.

Additionally, Hattie warns the reader to be cautious when interpreting the overall effect of the sizes.
Indeed. He urges readers to read the explanatory dialogues and not just look for the
interventions with the largest effect sizes. For example, the average global effect size
between household tasks and achievement is d=0.40, but if one reads the discussion carefully, it will be seen that the
The effect of homework is higher among high school students (d=0.50), perhaps because they
they have better study habits than those primary school students (d=-0.08). Hattie suggests that the
Effect size should serve as a starting point for discussions, rather than as a final point.
for decision making. Additionally, in this example, the numbers represent the way how
we used to do the tasks, in the past. These numbers can provide a wonderful opportunity for
educators try something different. In fact, before abandoning tasks at home (because many
parents judge schools only by the presence of homework at home), some schools in New Zealand
they changed their approach towards tasks at home, introducing a website called 'challenges at home'
and they evaluated the effects of this new change on motivation and achievements among the students. When
Schools assess the impact of what they can do regarding their students' learning, this is
visual learning. And that is the main message of this book, to become evaluators of our
effect. Aim for an effect size >0.40 and evaluate the effects of what you are doing.

Visible Teaching and Learning

The principle throughout this book is "visible teaching and learning." When teaching is visible,
the students know what they have to do and when to do it. When learning is visible, the teacher
It is known whether the students are learning or not. Teaching and learning are visible when
the learning goal is not only challenging but also explicit. Likewise, when both, both the
The teacher and the student work together to achieve that goal, providing feedback and ensuring
if the student has reached the goal. The evidence shows us that the greatest effects on the
students' learning appears not only when students become their own
teachers (through self-monitoring and self-evaluation), but when the teachers become
learners of their own teaching (which will be explained later). In successful classrooms, both the
Teaching, like learning, is visible.

Conceptual frameworks of teachers

A key part of the success of teaching and learning is related to the mindset of the
Professor, your perspective on the role you play. It is essential that teachers see themselves as
the same as evaluators of their effect on students. A constant goal must be the search for
interventions and actions that have a positive effect on their students (d > 0.40). Teachers
They should be vigilant and see what is working and what is not working in their classroom.
So, with this evidence, teachers must report on their actions and their use of each
possible resource (especially among their peers) to move students from where they currently are,
towards where they think they should be. It is when a teacher has the appropriate conceptual framework,
combined with the appropriate actions, which work together to achieve a learning effect
Positive. We must help teachers develop a conceptual framework in which they see what to evaluate.
its effect on learning is its main role.

Chapter 3–The convictions and commitments of expert teachers.

As educators, we often place excessive emphasis on the reasons why students do not
they can learn: it is due to their background, their lack of motivation, their learning styles, their lack
of attention and the lack of support from their parents. Although it is true that the greatest source of variance in the
learning outcomes can be attributed to the students, the underlying premise of this deficit of
The reflection is that educators cannot change the students. However, we must consider ourselves
as agents of change. Hattie argues that the convictions and commitments of teachers,
are the greatest influence on a student's achievement and we can have some control over this. This
The chapter provides an overview of the beliefs and commitments of teachers.
more successful

Research clearly shows us that teachers do make a difference. In fact, the

the difference between a high-effect teacher and a low-effect teacher is approximately 0.25,
it means that a student in a high-impact teacher's classroom learns almost a year more than
their peers in a low-impact teacher's classroom. This chapter claims that the differences between
high and low effect teachers are mainly related to the attitudes and expectations that
teachers have, when they decide on the main topics of teaching, for example, what
to teach, at what level of difficulty to teach it, and how fast their progress will be. It is the attitude or their
belief system, what truly separates expert teachers.

Five attitudes and convictions of expert teachers.

Based on the literature review, Hattie was able to identify the 5 main characteristics of
the so-called 'expert teachers'.

Expert teachers identify the most important way to represent the subject they teach.
The research in Visible Learning shows that subject knowledge, has a
Professor, the student's performance does not improve! However, expert teachers stand out.
in the way they organize and use that knowledge. They know how to introduce the new
knowledge of a way that integrates with the prior knowledge that the students have, they
They can relate the new lessons to other subjects and can adapt the lessons accordingly.
to the needs of the student. Due to the perspective with which they approach teaching, they
they have a wide range of strategies to help their students and are better at predicting when
his students make mistakes and the way to respond when this happens. They look for evidence
who is not learning, who is not progressing and in response to this they solve problems,
adapting his teaching.

Expert teachers create the optimal learning environment in their classroom.

The best climate for learning is one where there is trust. Students generally do not...
is afraid to make mistakes for fear of a negative response from their peers. The teachers
experts create classrooms where mistakes are welcome and learning is cool.

3. Expert teachers monitor learning and provide feedback

Expert teachers know that a typical class never goes as planned and they have the
skill to monitor the current understanding status of each student. They are excellent seekers
and users of feedback from their teachings, that is, they see the progress of their students in a way
about the feedback regarding the effect they are having with their teaching. To do this, they
They should regularly gather information to know who is not understanding.

Expert teachers believe that all students can meet the success criteria.
Expert teachers believe that intelligence is modifiable and not fixed. This means that it does not
not only do they have great respect for their students, but they also show a true passion for
All students can succeed! While passion may be hard to quantify, the
students are certainly aware of whether their teachers display that passion or not. In a study
carried out among students, more than 3,000 teachers were evaluated (The Measures of Effective Teaching
Project sponsored by the Gates Foundation), overwhelmingly the students stated that the
teachers with more passion were those with the greatest increases in achievements among their students
defined by 7 adjectives, teachers who care, control, clarify, challenge, captivate,
consult and consolidate).

5. Profesores expertos influyen en un amplio rango de resultados de sus alumnos, no solamente en los
results of your exams
In general, expert teachers have positive influences on their students' outcomes and
these are not confined to improving their exam results. The expert teachers
influence their students in a wide range of ways: they encourage their students to stay in the
school, helping them to develop a deep and conceptual understanding, teaching them to
develop multiple learning strategies, encouraging them to take risks in their learning,
helping them develop respect for themselves and others and helping them grow
as active citizens who participate in our world.

Chapter 4–Preparing the class.

There are four important parts to consider when preparing a class, which are detailed below.

The four critical parts of planning.

1. Prior knowledge: the level of the students at the beginning
2. Goal-directed learning: the desired level at the end
3. Progress: the rate of progress from the beginning to the end
4. Teacher collaboration.

1. Prior knowledge: the student's level at the beginning

The student's prior knowledge has a powerful impact on their achievement (d=0.76). This means that
what the student brings to the classroom is a powerful predictor of how well they will learn. In other words,
the brighter a student is at the beginning of the year, the better their results will be at the end of the year.
Thus, the role of the teacher is to alter this, so that those students who are behind can
to learn as much as the brightest students. For this reason, any planning for a class
must start with the teachers developing a deep understanding of what their students already
they know and what they can do. In addition to knowing what their students already know, teachers
They should also know how their students learn. Because teachers seek for all their
students reach a high level of thinking, this will require them to be very attentive, especially to
the discussions among students and will really require that teachers listen as much as
talk to your students to learn about their learning. This contrasts with what
currently happens in classrooms. For example, in a study (Lingard, 2007) 1,000 were observed
classes and found a very low level of intellectual demand and an overwhelming presence of teachers
talking, while the students sat passively. We need to reverse that trend in the
aulas.

In addition to prior knowledge, students have attributes and dispositions that affect their
ability to learn. For example, these may include the motivation to learn, learning strategies
learning and trust for learning. Teachers need to identify which of these
attributes that students bring to the classroom, so they can take advantage of them and improve them, increasing
thus the level of learning. For example, one of these attributes is self-efficacy, which is confidence
what we have to succeed in a situation. Those with high self-efficacy see challenging challenges
as opportunities to learn something new, and those with low self-efficacy will avoid challenges
challenging. Teachers need to know this information about their students so that they can
mejorar su confianza en sí mismos, ayudar a los alumnos a aceptar, antes que rechazar la
feedback and help them compare their work with academic achievements rather than with the work of
his other classmates. It particularly helps if the teachers understand the attributes and
provisions that students bring to the classroom.

2. Goal-oriented learning: the desired level at the end

When planning the class, there are two things that must be considered when thinking about directed learning, or
where the teacher wants his students to finish. The first is to be clear about what should be learned,
the learning intention or objective. The second is to have a way to know that the learning has
learned, the success criterion. Both must be visible to the teacher and the students. The teacher
It must be clear about its objectives in order to keep the classroom moving towards that goal.
In addition, the teacher needs to know when the students have learned the concepts and have understood.
more than knowing when they have completed the activities.

Intentions and learning objectives

Effective planning involves appropriately deciding challenging objectives and then structuring
the learning situations so that students can achieve these objectives. Having these
Clear objectives are vital if we want to develop a good assessment and provide feedback to
students, about how to succeed. If we want students to achieve their goals
learning, teachers should start by communicating clear objectives to the students. This
involves much more than simply having students recite the learning intentions
start the class. Instead, we must help students develop an understanding
deep understanding of what they are supposed to learn, helping them understand the meaning of being successful,
how the classes relate to the learning intent and at the end of the class, how close they were to it
success criterion.

Success criterion
The success criteria allow students to know when they have achieved the objective of
learning. Imagine you are asked to get into your car and you are informed when you arrive successfully.
to their destination. School is somewhat similar for many students, so it is not surprising that they
disconnect from learning. We can do more than just share success criteria with students,
we can involve them in the process of creating success criteria. The idea is that the students are
hooked and enjoying the challenges of learning, which will keep them engaged with the
school. Below we mention five components of learning that are related to the intentions of
aprendizaje y criterios de éxito: reto, compromiso, confianza, altas expectativas y comprensión
conceptual.

[Link]: creating a challenge is one of the essential roles of the teacher because it constitutes the essence of
how students learn. However, it is incredibly difficult. The challenge depends on what the
students already know, so teachers must know the previous levels of achievement and
disposition. In addition, the challenge should not be too difficult. To take on a challenge, students must
to know about 90% of what they aim to master, in order to enjoy it and make the most of it.
challenge. In the case of reading, it is even higher; students must know between 95 and 99% of
the words on a page, so that you can enjoy them!

[Link]: to create classes in which students are committed to learning,

it usually goes hand in hand with creating classes that present challenges. Two of the most important ingredients
Powerful in planning are commitment and challenge. Colleagues are also a source.
important commitment to the school, learning through pressure, imitation and
competition.

c. Confidence: having the confidence that they can achieve the learning objectives is a
vital component for success. This confidence can come from four different sources: the student
(of past successes in learning), of the teacher (of the quality of their teaching and
feedback), the tasks (of an adequate scaffolding) or peers (of their feedback).

High expectations: the greatest influence of Visible Learning was the grades of the
self-assessments. Students have a fairly accurate understanding of their levels of
achievement. Across six meta-analyses (around 80,000 students), the effect was d=1.44 or a
correlation of about 0.80 between the student's estimates and their subsequent performance in the
school tasks. It is important to note that two groups of students were not as accurate in predicting
their performance, students from minorities and those with low skills. It has been
it has been shown that it is difficult to improve the confidence levels of these two groups of students. Before
to have these groups reflecting on their performance or rewarding them for the improvements in their
performance, the best approach is to emphasize precise calibration and that teachers provide
opportunities for students to predict their performance once they have been provided
clear learning objectives and success criteria. Among the most powerful influences,
To improve their achievements, it is to teach them to have high, challenging, and appropriate expectations.

e. Conceptual understanding: research has shown that exams, both those

created by the teacher, like those standardized by the state, are dominated by questions
superficial. Students need to develop superficial, deep, and conceptual understanding
and to achieve this, all three levels must be integrated with the learning objectives and the
success criteria. Below are examples of the three levels of understanding:

Examples of superficial, deep, and conceptual levels of thinking

Level of understanding Learning intentions Success criteria
 Uni/multi structural Recognizing that light and sound are forms I can name one or more properties of the l
of energy and that have properties and the sound
Relational Saber que la luz y sonido pueden ser Yo puedo explicar cómo la luz y sonido s
transformed into other forms of energy transformed into other types of energy.
Extended summary Understanding how light and sound allow us to I can discuss how light and sound
communicating allows us to communicate

3. Progress: the rate of progress from beginning to end.

Teachers must also address the curriculum, what knowledge and understanding should they
to be taught? While there is very little evidence to suggest that the order of topics is critical, what
it is more important that there is a growing level of challenge that is tied to the choice of activities,
classes and results of the classes. This is often lost when there is a growing obsession with
align the curriculum with what can be graded on an exam, more than what is worth it
to know, in order to live a 'good life'. Moreover, another key idea when considering the plan of
studies, it has to do with the way students progress through that curriculum.
Hattie's research team analyzed the achievements of students in New Zealand and discovered
that the most important problem was the need for teachers to develop a
common understanding of progress. For example, almost all teachers considered it to be a
medal of honor discard any evidence of progress from previous teachers, when
new students entered their classroom and decided to reevaluate the students at the beginning of each year.
The lost time to reassess students may have had the same effect as the
called 'summer effect' that reduces performance after summer (d = -0.10). If there were plans
of transfer or if the teachers had a common understanding of progress, this could
avoid oneself.

4. Progress: the rate of progress from beginning to end.

One of the most important conclusions of Visible Learning is that there is a great potential for
learning when teachers talk to each other and plan together, discussing their
learning intentions, success criteria, learning progress, about what it means
Being "good" in a topic. Having an in-depth conversation about what it means to be "good" in
English, mathematics, etc., leads to important debates about evidence of learning in the
alumnos, calidad de la enseñanza, resultados de los alumnos, la mayoría de los temas que yacen en
the heart of teaching and learning. When teachers do not have an understanding
common about how students should progress through the curriculum and demand them to
achieve results, then individualism, personal opinions, and the 'anything goes'
they dominate in school. When the teachers start to collaborate and develop an understanding
common, particularly a shared understanding of progress in school, then everyone
they begin to move in the right direction, based on collaborative criticism, resolution of
distributed problems and multiple interactions.

There are several ways to engage teachers in collaborative discussions about progress.
student. For example, teachers can discuss performance milestones (when observing
examples of student work); teachers can grade collaboratively the
work of students from other classrooms or grades; and teachers can plan the curriculum
together. However, the most successful method that Hattie has found is the team model of
data, in which small teams of teachers meet every two or three weeks and follow a
specific structure to examine student data, set incremental goals,
participate in discussions about the objectives and improvements in instruction, and create a plan for
monitor learning and instruction and then the cycle repeats again. It's not exactly
It is important what form these teams take, whether they are 'communities of learning.
professionals or not. What matters is that teachers are open to seeing evidence of their
impact on students and critique the mutual impact of each one, to better satisfy the
students' needs.
 Chapter 5–Preparing the class

Research shows that there are a number of elements that improve the 'flow' of a class and
contribute to the students' learning. The elements introduced in this chapter
They include the classroom climate, the proportion of conversation between the student and the teacher, and the use of
partners to improve learning. Below is a discussion of these elements.

A supportive classroom environment promotes student learning

In Visible Learning, the classroom climate was one of the most important factors to promote
student learning. Part of having a positive climate includes the teacher's 'being-there' or
the ability to quickly identify and manage disruptions to prevent a break in the flow
learning. When students are asked to name a teacher who has most influenced them
impacted, they usually name those who cared or 'believed in me'. The
students know when teachers care about them. Having this type of positive climate,
affectionate and respectful is a precursor to learning. Without this feeling of safety and control,
there are few chances of learning. Students need to know that they will be safe to
share when they don't know and have the confidence, when interacting with their peers, that the
the professor will be fair and predictable.

Part of the classroom climate is affected by the climate in the school community. In a study
particularly interesting about the ramifications of trust, Bryk and Schneider conducted a study
from 400 primary schools over seven years and found that the higher the level of
relational trust between the school community - directors, teachers, students, and parents - greater
the student's improvement in standardized tests. In such an environment, not only is it tolerated
errors are welcomed and understood as a vital part of the learning process. In
environment, climate, and trust are necessary for students to make the most of
make mistakes and maximize their learning. A final part of relational trust has to
to see the relationships among peers. It is imperative that teachers actively structure
the classroom climate, so that "not knowing" is not negative, so that students are not
cruel to the colleagues who do not know and so that they can work together, until everyone
they understand

The teacher talks less and listens more.

One of the findings of Visible Learning is that the ratio of what the teacher says and what the students...
those who listen must shift to listening more and speaking less. In a study where students of
From sixth to twelfth grade, they wore watches that encouraged them to record their experiences in more than 28,000.
occasionally, it was found that teachers talk between 70 and 80 percent of the time and the majority
this talk caused a lower commitment. On the other hand, when the instruction was more
challenging, relevant, and interesting, the professors spoke less. Another study found that less
5 percent of class time is dedicated to group discussions or interactions.
between teacher and student, involving a discussion of meaningful ideas. Teachers are
loves to talk, but unfortunately most of their conversations, even when they require a
students' responses promote a lower range of learning. In addition, a large amount
what the teacher talks about aims to control behavior so that the teacher can
continue talking; "Shut up, behave, listen, and then answer my questions"
closed. Please tell me what I just said so I can verify that you were listening, and then I can
continue talking?”. Of course it is necessary to impart information, but this imbalance
it must be addressed.

Part of why we need teachers to talk less is because it is important for them to
listen more. Listening allows the teacher to learn about performance and prior knowledge of
students. Listening shows humility, true depth of thought and requires a
genuine dialogue between the teacher and the student. It models reciprocity and respect for perspective
of the student. By listening, teachers show that they truly value and are modeling
deep communication skills more than just transmitting knowledge. Without
 Embargo, teachers do not perceive that they dominate class time with their talk, but they do.
This is demonstrated by video analysis, class observations, and event sampling.

The role of peers in student performance

While in real life we live and learn with our peers, a large part of learning in
schools have been directed at the individual. This is the case even when the effects of peers
about learning are high (d = 0.52). In reality, there are many ways in which peers
can influence learning from helping, providing tutoring, and offering feedback, to
simply make school a place that students want to attend. Teachers can
play a role not only in mitigating the negative influences of peers, but also in
improve opportunities for colleagues to develop a sense of belonging,
friendships, and positive interactions among peers. Research shows that cooperation
has a more powerful impact on student learning than individualistic learning
and competitive learning, however, must be structured effectively. Students
they must first acquire sufficient superficial knowledge before they can participate
effectively in a structured discussion with their peers. Tutoring is another effective way
peer learning (d = 0.54) and it is interesting to note that the effects are so high for
the tutor as for the student.

Teachers focus their work on evaluation, not on teaching methods.

We spend too much time talking about teaching strategies. While many were identified
successful teaching methods in Visible Learning, the point is not that teachers choose the
best strategies and implement them at once. The point is to choose a method and then, focus.
in evaluating its impact on student learning. Very often we are satisfied to say:
The students seemed to enjoy it or The students seemed to be hooked. However, the
teachers must seek evidence such as teacher judgment, evidence in the classroom, reports from the
students, etc., in order to achieve the desired impact (for example, d => 40 in a year's work) and
Exam scores should never be the only basis. The best way to choose the method of
the most appropriate teaching is to pay more attention to evaluating the effects of the class and using
this as a starting point to discuss whether the correct teaching methods were used. For
place evaluation instead of teaching methods at the center of their approach; the
teachers must follow these steps:

Step 1: Be clear about the outcomes (the success criteria) of the class or unit.
Step 2: Decide the best way to measure the unit.
Step 3: Administer this assessment at the beginning of the classes.
Step 4: Direct the teaching.
Step 5: Re-administer the assessment at the end of the class or unit. (If you want to calculate if it is
that the effect size for the class or the students individually is above .40;
Refer to Appendix E of the book for assistance). Based on the results, what seemed
optimal and less than optimal regarding teaching methods and activities? What changes
must be done?

Chapter 6–The flow of the class: learning

Too often, professional development focuses on how to teach, not on how students learn.
the students. If the teachers want to help the students improve, they need to take the process of
seemingly invisible learning that occurs "in the head" and making it visible for the students.
teachers need to instruct students on 'how to learn'. Currently, what is observed in
the classrooms show that there is very little direct instruction on 'How to learn', or the use of various
learning strategies. Researchers who studied the frequency with which teachers taught
to the students, strategies to help them learn, they discovered that they did so with very little
frequency; instead, they found that teachers were teaching the content and memorization of
this content. Perhaps the teachers are not aware that there are many learning theories and
several recent books that address the topic. Below are four ways to think about how
students learn. The general idea is that the teacher has clear the desired results (the
success criteria and learning intentions) and understand where students start (according to
with their prior knowledge and their thinking), in order to then be able to use thinking strategies
and learning presented below, to provide instruction at the correct level and in the form
correct, according to how the student processes information. This requires teachers to be
constantly on alert, to understand the difficulty of the activities being taught and to know
how each student responds, to ensure that learning continues to increase. The idea is
that teachers should be teaching 'at the level or 1 above (+1)' where the students are.
thinking is a continuous theme in this chapter.

Four ways of thinking about how students learn

1. Cognitive skills - this is Piaget's model of how students learn. The
students begin with their own concrete and personal way of knowing and then advance through
from four phases until they reach a more scientific and abstract way of understanding the world.

2. Phases of thinking - this way of learning is when students begin with a

superficial understanding of a topic, they start to relate it to other areas, and then expand their
thought until they develop a deeper understanding of the topic. Again, when
teachers help students move from a superficial understanding to a
deeper understanding, the idea is to help students work on, or '+1', from where it is
student at the moment.

3. Phases of motivation - students do not remain constantly motivated. When the

Teachers know what phase they are in and can work to help students work on, or ‘+1’
from this phase as well. A four-stage motivation model implies that students first
they see a gap between what they know and the intention to learn. They then plan to approach the goal,
They implement strategies to help close the gap and finally the students examine whether they have
achieved the learning goal.

4. Stages of competence - in this learning model, students go through three main phases,
from beginners to trained and finally to competent. At the competent level, the students
they will have a deep foundation of factual knowledge and will have organized that knowledge to
recovery. At the level of competence, students should be able to have a meta approach.
cognitive that allows them to take charge of their own learning by defining their own goals of
learning and monitoring their own progress.

When teachers know where the students are (among the different levels of thinking)
suggested in these models) and know what the next higher level of thinking is, towards which
students should focus their work, then they can intervene to optimize growth of
the students. Given the wide variety of learning styles and the diversity of levels in which they
students will find, differentiation is of great importance. However, this does not mean
que los grupos homogéneos sean la respuesta. Si los profesores apuntan a mover a los alumnos“+1”
above their current levels, then it may be more useful for students to work with others
students who see things differently.

Differentiation
All four previous approaches to learning imply that the teacher knows where the
students in their learning, in order to move them "+1" above this point. Therefore,
providing an instruction for "the whole class" is unlikely to achieve this. Differentiation
requiere que los profesores sepan, dónde se encuentra cada alumno (él o ella), en el camino hacia el
compliance with success criteria. Is this student a novice, somewhat capable, or competent? What
What learning strategies does the student have and how can the teacher help the student develop others?
learning strategies? So, and this is where differentiation comes into play, according to the phase of
learning (whether its understanding is superficial or deep) and its phase of motivation, the teacher
can provide different ways for students to demonstrate their mastery of
comprensión, de los criterios de éxito. Como se dijo anteriormente, los criterios de éxito deberían ser
clear for the students, but what the teachers decide to do so that the students reach the
success criteria may vary. Another typical approach to differentiated instruction is to place students
students in collaborative groups, but in this case, the groups would not be organized according to their phase
of learning. On the contrary, students would group together based on a combination of those who
find at one level and those who are +1 above, so that the interaction among peers
can help all students to advance.

Teachers as Adaptive Experts

When teachers have a clear idea of the learning objectives and yet are very
present in the classroom, listening attentively to the students and "seeing the class through the eyes of
the students", this allows them to innovate when the strategies are not working. These teachers,
who have a high level of flexibility are called "experts in adaptive learning." These do not
they are the teachers with routine expertise who use it over and over again, but rather they are the teachers who
they pay special attention to the students and their understanding, to know when to intervene to move forward in
learning. Teachers who are 'adaptive experts' mainly see themselves as evaluators
and problem solvers.

Learning strategies
Hattie reports that recently a consortium of about 35 known researchers,
summarized some of the conclusions based on research on learning processes. While
There are too many findings to summarize here; below are some of the findings:

The materials presented in verbal, visual, and multimedia form provide

richer representations than those presented in a single medium.
Highlighting, integrating, and synthesizing information leads to better learning than rereading.
material.
Stories tend to be remembered better than facts and abstract principles.
Most students need training on how to self-regulate their learning.
Spaced study schedules produce better long-term retention than a single session.
long session.
• La comprensión de unconcepto abstracto mejora con múltiples y variados ejemplos.
Making mistakes often is a necessity for learning to happen.

It is easy to feel overwhelmed by the large number of learning strategies. Lavery, 2008 lists the
relative effects of some of the learning strategies with the highest impacts, in the
table below (extracted from pp. 105-106). She found the greatest effects in strategies
which involve forecasting (setting objectives, planning, etc.), as well as strategies that involve a
more active approach to learning.

Size
Strategy Definition Example of the effect
Organizing and Reorganize secretly or Make a summary before 0.85
transforming open the instructional materials write a document
to improve learning
Car The student's planning or Put aside, activities 0.70
consequences How do you imagine the rewards or pleasurable until they
punishment for success or failure finish the work
Self-assessment Establish standards and use them Reviewtothe work before 0.62
self-judgment give it to the teacher
Seek help Efforts to seek help from a Use a partner of 0.60
partner, a teacher or another adult study
Keep records Register the information Taking class notes 0.59
related to study tasks
 Establish Goal setting Make lists with points for 0.49
Plan educational or planning of complete during the study
objectives partial objectives and planning
to sequence, time and
complete related activities
with those objectives.
Review of Efforts to reread notes, Review the textbook of the 0.49
records exams or textbooks for class before going to class
prepare for the class or carry out
more tests
Car Observation and monitoring of Maintain the records of 0.45
monitoring own performance and the results, study result
a menudo registrándolos
Management of Estimate and budget the use of Schedule the daily time 0.44
time time that will be dedicated to the study and
chores at home

All these strategies can be taught. In one study, however, the results showed that the
creation of a separate course on "study skills" that was not tied to any content in
Particularly, it was not an effective way to teach these learning strategies. It is important to have in
It is worth mentioning that, just like when discussing success criteria, it is useful to share examples of criteria.
of success in teaching these learning strategies. For example, in a study, when students
They were shown examples of the professor's notes, as well as a guide by which their work would be judged.
own notes, these students created much more effective notes than the students who did not receive
none of these things.

Learning requires two main skills: deliberate practice and concentration.

Sometimes learning is not fun. It can take years of practice to become an expert in something.
Malcolm Gladwell popularized the idea that it takes more than 10,000 hours of practice to become
an expert. However, this practice is not a repetitive practice of skills and exercises, but
What is deliberate practice. Deliberate practice is different. Deliberate practice involves
concentration and someone monitoring and providing feedback during the practice. Furthermore,
la actividad que se practica suele ser un desafío para el alumno y ayuda si el alumno conoce el objetivo
from practice and has a clear idea of what success is. An important role of schools is to teach
students to value deliberate practice and learn that this type of practice leads to being
competent.

To engage in deliberate practice, students must also be able to

concentrate or persist. This does not mean they need rooms in silence or long periods of
time; it has more to do with quality than quantity. It means deliberate attempts to focus
in the task and a deliberate effort to improve performance. The perfect combination of practice
deliberate and concentration occurs when students are assigned challenging tasks that can
mastery comes with hours of practice that improve with feedback.

Chapter 7 - The flow of the class: the place for feedback

The average effect size of feedback on achievement, as documented in the Visible

Learning is 0.79. This is twice the average effect of all other education effects and,
Thus, it places feedback among the ten main influences on performance.
However, this influence is variable because feedback is not always implemented in a consistent manner.
effective. This chapter addresses how to make the most of feedback in the classroom. In short
words, for feedback to be effective, teachers must have a very clear idea of
where the students are and where they should be, then they should try to provide
feedback that reduces this gap. There are several ways in which they can provide the type of
feedback that will reduce this gap explained in the chapter.

The three feedback questions

Effective feedback helps students answer three important questions:
1. Where am I going? Students often do not know the objective of a class and when they are
set a goal, often related to performance, 'finish the task', 'do it'
organized", "includes as many sources as possible". Teachers should help the
Students. Answer the question, 'Where am I going?' with a goal related to the domain.
Teachers can achieve this by creating clear and challenging learning objectives and
ensuring that these learning objectives are transparent to the students
2. How do I get there? It is valuable when teachers provide feedback to students.
related to the starting or finishing point and not in comparison with other students. The
quick formative feedback, which will be discussed later, is useful here
3. Where to go next? This is the most interesting question for students because they
help choose the most appropriate next challenge and can lead them to develop the
self-regulation on the learning process.

The three levels of feedback

The following types of comments are effective when teachers know the levels of
the learning of their students (novices, trained and competent) and aim to provide
feedback at the appropriate level.
1. Task / product level (for the novice): this is the most common type of feedback that
we see in the classrooms. It is more focused on information and its goal is to help the students to
develop their superficial knowledge. Examples that include telling a student when a
the answer is correct or incorrect or ask them to provide more information or different information
2. Process level (for the trained level): this type of feedback is aimed at helping the
student to improve the process used to create the product. This feedback can help the
student to develop learning strategies, detect errors or recognize the relationships between ideas.
For example, comments may include, “You are asked to compare these ideas. For example, you could
try to see how they are similar, how they are different ... How do they relate to each other?
Feedback at this level improves the deeper learning process than at the task level.
previous.
3. Level of self-regulation (for the competent level): feedback at this level focuses
more in helping the student to control their own learning process. This type of feedback
can help improve the student's confidence to continue with the task and encourage the student to
search and accept comments. This feedback is usually in the form of questions
exploratory or survey. An example of a comment could be: "He reviewed his answer with the book"
of resources [self-help] and found out that he was wrong. Do you have any idea why you did it wrong?
Error detection. What strategy did you use? Can you think of another strategy to test?

Do not confuse feedback with praise

Research shows that for feedback to help with a student's learning, it does not...
It should be combined with praise. While praise is present in many classes and is used to console and
apoyar a los alumnos, hay varios estudios que han encontrado un tamaño de efecto bajo para el elogio
(d = 0.12 in one and d = 0.09 in another). Another study showed that feedback without praise has a
greater effect on performance than feedback with praise. In general, the point is not that
we should be horrible to the students. In fact, the opposite happens: the students must feel that
they belong to and in schools where there is a high level of trust between students and teachers
there are higher levels of learning. Praise your students to make them feel welcome, just
keep the praise separate from the comments about their learning.

Rapid formative assessment

A researcher compared rapid formative assessment with 22 other learning approaches and
he discovered that it is the most profitable: this is in comparison with approaches such as a longer school day
large, more rigorous math classes, reduction in class size, a 10 percent increase
one hundred in spending per student, an additional school year and many other approaches.

Rapid formative assessment, as it is defined, is when formative assessments are carried out.
short cycle during class, to provide feedback to teachers and students, to help them
to make decisions. "Should I relearn ... Practice again ... move forward?" These evaluations
At the moment, they provide immediate feedback during the learning process. There are
there is much evidence that when these formative assessment practices are intertwined in the
teachers' activities, in the classroom, minute by minute, can range from 70 to 80 percent of
increase in the learning speed of students, even when this learning is measured
through standardized tests.

Chapter 8 - At the end of the class

These days there is a great focus on teachers reflecting on their classes. It is easy for the
teachers become poetic about their teachings, but one of the main messages of this book
we must focus on the effects of our actions, that is, our impact on the
students. In fact, Hattie goes so far as to say: "I never allowed teachers or school leaders
They will visit the classrooms to observe the teachers; I only allow students to observe: the reactions.
what students have in the face of incidents, teaching, classmates, activity." (p.138) This
approach shifts the discussion away from teaching, towards the effect of teaching. This chapter...
focus on the importance of teachers reviewing their classes after teaching, seeking
evidence that they have had an impact both on the classroom climate and on progress in the trajectory
of each of their students' learning towards the learning objectives.

Evidence of an optimal learning climate

The way a student experiences a class plays an important role in that student's engagement.
student and, therefore, in the success of the class. For this reason, a researcher conducted a meta-analysis
Important study of 119 studies based on 355,325 students to observe the impact of teaching
student-centered. This should not be confused with a teaching method. On the contrary, a
student-centered teacher is passionate about engaging students with what is given to them
teach and help them succeed. In general, a student-centered teacher has warmth, confidence,
empathy and positive relationships. The reason this is important is that the researcher of
The previous large meta-analysis found high effect sizes (between d = 0.64 and 0.70) for teachers.
that show these characteristics. When evaluating their lessons, teachers must consider whether they created
a climate in which students felt invited to learn. In addition to the professor considering
The questions below are also useful for interviewing students to learn about their reactions:

• He showed all the students that they are capable, valuable, and responsible, and treated them in the way
corresponding?
Did the students see that I believe in them, even when they were struggling?
Did the students receive your message that they have untapped potential to learn what they
teach today?

Evidence of learning intentions and effective success criteria

When evaluating a class, it is important to determine the effectiveness of the learning intentions and the
success criteria. To begin, consider asking yourself: 'Did the students know this?' 'Could they
to articulate them in a way that would demonstrate that they understood them?" and "Did they see them as a challenge?
appropriate? "One way to approach this could be to ask students to write in a notebook.
what they believe they are learning, indicators of their progress and in the end, if they believe they have achieved the
learning objective. Another way to assess the suitability of learning intentions and the
success criteria is that teachers work with other educators to receive feedback. Teachers
They can review their peers' planning to determine if it aligns with the success criteria or they can
ver el trabajo del alumno para evaluar la calidad de las intenciones de aprendizaje y los criterios de
success in light of these work samples.

Evidence of learning
Finally, teachers need to examine the impact they have had on each learner's learning.
student. They need to be able to respond:

Do you know the progress of each student on the journey from their starting point to reaching the
success criteria?
How close is each student to meeting the success criteria?
What should happen now to help each student get closer to meeting the criteria?
of success?

To answer these questions, teachers need some form of formative assessment that allows them
help provide them with this type of evidence and it will help inform their future decisions about their
teaching.

Chapter 9–Conceptual frameworks of teachers, school leaders, and systems

The key message of this book is that teachers, administrators, and systems must be
continuously aware of the impact they have on the students, and of the evidence of this impact,
must make decisions about how to change their approach. However, so far educators have
sustaining the current model beyond its usefulness. To transform schools into places where we
we focus on learning and impact rather than teaching and inputs, we must address the
underlying conceptual frameworks that shape our thinking about teaching and the
learning, because it is this thought that affects the decisions we make in our work.
The teachers and school administrators who develop the ways of thinking detailed in
Furthermore, they are more likely to have a significant impact on students' learning.

Conceptual framework 1: educators believe that their fundamental task is to evaluate the effect of their
teaching in student learning
Teachers believe that the 'best' teaching does not mean using the best teaching methods,
but involves altering the instruction 'on the fly' based on feedback about the
effects that they are having on the students.

Conceptual framework 2: educators believe that success and failure in students' learning
it is about what they, as educators, did or did not do
Teachers see themselves as "agents of change" who take responsibility for improvement.
the learning of students and setting high expectations.

Conceptual framework 3: educators should talk more about learning than teaching
Teachers must recognize that, for the most part, they talk about teaching and, instead, they should
learn to analyze students' learning.

Conceptual framework 4: educators see evaluation as feedback on their impact

Of course, the evaluation is about the student, but teachers should start to see the evaluation
In the classroom as feedback for the teacher as well: who did he teach well and who did he not?
What did you teach well and not so well?

Conceptual framework 5: educators participate in dialogue, not just monologue

Currently, classrooms are dominated by teachers speaking. There is a great need for
teachers see their role as listeners: they should listen to the students' questions, their ideas, their
difficulties, their learning strategies, their successes, their interactions with their peers, etc.
Conceptual framework 6: educators enjoy the challenge
The role of the teacher is not to decide on a challenge and break it down into small pieces for the student,
but rather involve the student in the challenge.

Conceptual framework 7: educators believe that their role is to develop positive relationships in the
classrooms and staff rooms
Many teachers create warm relationships, but this is different. Teachers must create a climate
so that students believe they can make mistakes without receiving malicious looks and comments
his peers. Learning requires these mistakes. Leaders must also do this with the
personal.

Conceptual framework 8: educators inform families about the language of learning

In order to improve student engagement in their learning, educators must also
to incorporate the parents into the experience.

Where to begin this process of change?

Don't start by giving a conference to the staff. A place to start could be to invite the
teachers to evaluate their own conceptual frameworks, to see if these are shared by others
teachers. Perhaps they will start by asking about their ideas regarding feedback. Hattie
it also suggests using Appendix E in the book to start observing the effect size of the
practices at their school. Appendix E provides a guide to calculate effect size. Another
An important place to start is to examine the conceptual frameworks of school leaders. They
they need to be learning leaders in order to support the teachers as they begin to
discuss their convictions and consider moving in a direction where they will begin to
examine the impact they have on student learning.

Discussion Questions of THE MAIN IDEA about Visible Learning for Teachers

The ideas in Hattie's book are profound and it's worth taking the time to discuss and think about them.
before jumping to its implementation. Below are some discussion questions that a leader
instructions can be used with a leadership team or teachers.

Chapter 1
What does Hattie mean by 'visible' learning and teaching? How is his teaching?
visible to the students? How is it able to make students' learning
visible?
How can teachers make their teaching more visible to students?

Chapter 2
Discuss: "The most important thing is that teaching is visible to the student and learning is
visible to the teacher. The more the student becomes the teacher and the more he becomes the
teacher in the learner, the more successful the results will be." (p.17)

In this chapter, Hattier summarizes the main message of the book. He says that schools and teachers
they must evaluate the impact of its effect on students' learning, becoming "evaluators of
its effect." Since he has just written a book, Visible Learning, in which he told us what actions of the
Teachers have the greatest impact on student achievements, does this message seem to be
contradictory?

While Hattie emphasizes that teachers must know their impact, he argues that this impact
It should have at least an effect of 0.40. Do your teachers know what influences are contained in the
research, do they have high, medium, and low effects on performance? Take the table below,
mix the order of the influences and omit the grades. Ask the teachers to guess the
rating (high, medium, or low) for each influence and then ask them to compare their responses
with the real effect sizes and discuss where the teachers had more misconceptions. (Have
Bear in mind that this is from Appendix D in the book.

Influence Ranking (High, Influence Ranking (High,

Medium, Low Medium, Low
1. Retention (delay by one year)Low -(0.13)[Link] instruction Medium (0.54)
2. Student control over the Low (0.04) 17. Provide examples Medium (0.57)
learning developed
[Link] programs Low (0.06) 18. Direct instruction Medium (0.59)
complete
Bajo
4. How much does the teacher know? (0.09)[Link] cooperativo (vs. Medio (0.59)
about the subject Individualist
5.Género (rendimiento Low (0.12)[Link] maps High (0.60)
male vs. female
[Link] by capabilities Low (0.12) 21. Understanding programs High (0.60)
7. Tying styles of Low (0.17) 22. Acceleration (to get ahead High
of) (0.67)
learning among teachers year)
and students
[Link] according to skills Low (0.18) 23. Vocabulary programs High (0.68)
9. Reduce the size of the classroom Low (0.21)[Link] programs High (0.69)
metacognitive
10. Individualized instruction Low (0.22) 25. Teacher-student relationship High (0.72)
11. Use simulations and games Medium (0.33) 26. Reciprocal teaching High (0.74)
12. Teacher's Expectations Medium (0.43)[Link] High (0.75)
13. Professional development in Medium (0.51) 28. Provide evaluation High (0.90)
student performance training for teachers
[Link] environment Medium (0.52) 29. Credibility of the High (0.90)
teachers
15. Influence of peers Medium (0.53) 30. Student Expectations High (1.44)

Chapter 3
Hattie argues that it is the attitude or belief system of expert teachers that...
it truly distinguishes them from less effective teachers. The difference between high-performing teachers
the effect and those of low effect is so great that the students in the classrooms of the first group learn
almost a year more. Discuss how it is possible that such drastic differences in performance can be
attribute to the differences in the teacher's attitude.

In a well-known study, sponsored by the Gates Foundation (The Measures of Effective Teaching
Project), the students were able to identify with the teachers of the classes with the highest number of
progress in student achievements. These students found that these teachers, with high impact,
they showed more passion according to the 7 characteristics detailed below. Take a look
Take a look at this table and rate yourself based on how you think your students would rate you.
Siéntase libre de tomar la tabla y distribuirla entre sus estudiantes para obtener retroalimentación sobre
his passion.

7 factors of the classroom climate (taken from page 28 of the book)

Rating: from 1
completely agreed
Measure Examples
a 6 (completely in
disagreement
Concern My teacher, in my class, makes me feel that I really
he cares about me. My teacher really tries to
understand how the students feel.
 Control The students in this class treat the teacher with respect.
Our class keeps busy and does not waste the
time
Clarification My teacher has many good ways of explaining things.
topics covered in class and explain the difficult things about
clearly
Challenge In this class, we learn a lot every day. In this class
we learn to correct our mistakes
Captivation My teacher makes the classes interesting. I like it.
the way we learn in this class.
Consultation Students participate and share their ideas about the
I work in this class. My teacher respects the ideas and
suggestions
Consolidation My teacher makes sure that we all understand what
explica. Los comentarios que recibo en clase, acerca de mi
work, they help me understand how to improve.

Chapter 4
Prior knowledge of a student has a powerful impact on their achievement. What do you do to
Knowing what the students already know and what they can do, before each unit? At the beginning of the year?
Discuss other ideas you have to determine not only the prior knowledge level of your students, but also
also their dispositions and how they think.

Hattie has demonstrated how important it is for students to truly understand where they are going.
class. Instead of reading the objective on the board, how can you help students better assimilate the
objectives of the class?

In chapter 4, Hattie writes that having a core discussion about what it means to be 'good' in
the subject (English, mathematics, etc.) leads to important debates on many of the topics that
are at the heart of teaching and learning: how students should progress through
curriculum, what should be the learning objectives and success criteria, etc. Divide into
the teachers according to the subjects they teach (or the grades, in the case of elementary school) and
ask them to discuss: "What does it mean to be good at math?" Or "What does it mean to be a good..."
reader?

Use the previous discussion as the beginning of a discussion about how students should
progressing through the curriculum. Hattie says that the order of the topics is less important than
ensure a rising level of challenge. In addition, because teachers see it as a badge
of honor, disregarding the evidence of progress from previous teachers, and insisting on re-evaluating
for students each year, this lost time for learning is equivalent to the 'summer effect' that
reduce performance during the summer (d = -0.10). Discuss how your school could manage it
transfer of information about the progress of each student from one teacher to another, to avoid this
loss or discuss the creation of a sufficiently clear understanding of the progress of the plan
of studies to prevent this from happening.

Chapter 5
Hattie describes the importance of relational trust in schools and cites a study.
particularly important carried out by Bryk and Schneider. They conducted a study over seven years,
in 400 primary schools and found that the higher the level of relational trust between the
school community: directors, teachers, students, and parents, greater is the improvement of the students in the
standardized tests! Discuss what your school would do to improve this. Or discuss the elements of the
"Teacher Trust Scale" by Bryk and Schneider, which is presented below (from page 71 of the
book) or have the teachers grade the following elements (anonymously) and use the results
to analyze how to improve trust in your school.
 The teachers of this school trust each other.
It is okay in this school to talk about feelings, worries, and frustrations.
with other teachers.
3. Teachers respect other teachers who take the initiative in efforts.
to improve the school.
The teachers at the school respect colleagues who are experts in their craft.
5. Teachers feel respected by other teachers.

Hattie says that much of the class time is dominated by teacher talk, and a large part of
this lecture from the professor consists of low-level questions. However, many teachers do not believe
Let it be so even though this is what is shown in the video analysis and the observations in class.
Have the teachers bring a lesson plan for the next day and review them so they don't talk about it.
most of the time (make them try to plan to listen and learn about their students) and
then they will be asking the appropriate higher-level questions.

Chapter 6
Hattie argues that we do not want teachers who come with 'routine expertise' and use the
the same strategies highlighted time and again. Instead, we want 'experts in adaptation' who know
when students are not learning and what to do next, how to adapt strategies,
resources and even the classroom climate to meet learning objectives. He says that these
experts in adaptation see themselves as fundamentally committed evaluators
pensadores y solucionadores de problemas.“¿Ve usted a los profesores como evaluadores y
problem solvers? Discuss it.

Hattie informs that there are a series of learning strategies that have high effect sizes, without
embargo, it is not effective to teach these, separated from their content, as a skills class of
study separately. Look at the table below (from pages 105-106 of the book). Does it teach any
of these strategies? Do you see yourself as a teacher of learning strategies? How do you approach
Does your school teach these strategies? Design a teaching plan to teach one of them.
following strategies, but make sure it is within the context of what you are already teaching.

Size
Strategy Definition Example of the effect
Organizing and Reorganize covertly or Make a summary before writing 0.85
transforming open the instructional materials for a document
improve learning
Car Student planning or how Set aside activities 0.70
consequences imagine the rewards or punishment for him pleasant until it is completed
success or failure work
Self-assessment Establish standards and use them Review to the work before 0.62
self-judgment hand it over to the teacher
Seek help Efforts to seek help from a Use a study partner 0.60
compañero, un maestro u otro adulto
Keep records Register the information related to Taking class notes 0.59
study tasks
Establish Establishment of educational goals or Make lists to achieve during the 0.49
Plan planning of sub-goals and study
objectives planning for sequencing,
time and complete activities
related to those objectives.
Review of Efforts to reread notes, Review the textbook for the class 0.49
records exams or textbooks for before going to class
prepare for the class or do more
tests
 Car observation and monitoring of oneself Keeping the records of 0.45
monitoring performance and the results, often study result
registering them
Management of Estimate and budget the use of time Schedule the daily time that is 0.44
time will dedicate to studying and tasks at home

Hattie argues that one of the main roles of the school is to teach students the value of
deliberate practice, because this is the type of practice that leads to competence. Discuss it
difference between 'practice' (repetitive exercises) and 'deliberate practice' (generally implies
challenge, concentration, and having someone supervise and provide feedback during practice). It can
Reread the section on 'deliberate practice' on pages 108-110 for more information.

Chapter 7
Hattie shares the research findings regarding feedback, this is
tremendously useful for increasing student performance and yet, the teachers
They provide little information on the matter. Have the teachers record themselves on video.
or simply look back at today's lesson. Discuss with a partner: what are some
of the ways I could weave more opportunities to provide feedback to students about their
lessons?

• Discuss this quote from Hattie. Do you agree or disagree? 'The main reason for administering
Exams in the classrooms are for teachers to find out what they taught well or not, and whom they taught.
good or not, and where they should focus afterwards. If a test does not lead a teacher to evaluate these
assertions, it has probably been a waste of time and effort for everyone.

Hattie's research shows the importance of formative assessment. The Main Idea has
Another recent summary on formative assessment - Embedded Formative Assessment by Dylan
Wiliam. There are ideas for DP (Personal Development) workshops to present a series of strategies.
formative assessment to their teachers. Send an email to Jenn if it is not yet on the website.

Chapter 8
Hattie presents an argument against observing teachers, a practice that we take for granted.
In fact, Hattie goes on to say: "I never allowed teachers or school leaders to visit the
classes to observe the teachers; I allow them to observe only the students: the reactions they have
students in the face of incidents, teaching, classmates, activity." (p.138) This approach
moves the discussion from teaching to the effect of teaching. It continues to talk about the
importance of seeing the lesson through the eyes of the students and even suggests interviewing the students
to ask them what they were doing, thinking, and not understanding: this is what will really help
to the teachers to see the impact of their teaching. What do you think of their approach: to replace the
observation of teachers with observing students and interviewing them? Discuss this.

It's easy for teachers to become poetic about their teachings, but one of the messages
the main point of this book is that we must focus on our impact on the students. Instead of
becoming poetic about their teachings, Hattie suggests that teachers focus on questions
reflexive ones like the following after they teach. In pairs, ask the teachers to think about
their lessons today and reflect on these questions:

Questions for better reflection among teachers (better than poetizing their teaching activities)
He showed all the students that they were capable, valuable, and responsible, and treated them
as a consequence?
Climate of Did the students see that you believe in them, even when they were going through difficulties?
learning
Did the students receive their message that they have untapped potential, to
learning what is taught today?
 Did the students know the learning objectives? Did the students know the criteria?
Intentions of
of success?
learning and
criteria of Could they express them in a way that showed they understood?
success Did they see it as a suitable challenge?
Do you know the progress of each student on the path from their starting point towards achieving
the success criteria?
Learning How close is each student to meeting the success criteria?
What should happen now to help each student get closer to achieving
the success criteria?