John Hattie’s
VISIBLE LEARNING
OUR TEAM
Thien Xuan
Dung Nguyen Huong
Pham Hieu Vu
TABLE OF CONTENTS
INTRODUCTION
01 About John Hattie and Visible Learning.
FACTS ABOUT EDUCATION
02 What is happening and its effect to student
learning.
IMPLICATIONS FOR TEACHERS
03 What teachers should do.
MINDFRAMES + WRAP-
UP
04 What mindframes teachers should
adopt.
INTRODUCTION
0 John Hattie and “Visible
Learning”
1
WHO IS JOHN HATTIE?
Director of the Melbourne Educational
Research Institute - University of
Melbourne, Australia.
The father of 2 well-known books:
“Visible Learning” and “Visible
Learning for teachers”.
s ! I lo v e
id
“Hi k tic and Once referred to as “the world’s most
s
stati ment!” influential education academic”.
ea s u re
m
Professor John Hattie
WHAT EXACTLY IS “VISIBLE LEARNING”?
“Visible Learning” is John Hattie’s conclusion based on
1400 meta-analysis, 80000 research articles and 300
million students worldwide.
“VISIBLE LEARNING INSIDE”?
If a computer has Intel
CPU inside, it must be
good.
=> If a school, a university or any
educational institute has “Visible
Learning” inside, it must be on the right
track.
The term “VISIBLE”?
The Learning must
be VISIBLE to
teachers
The Teaching must
be VISIBLE to
learners
We need concrete, visible evidence of what
works
and what doesn’t.
“Visible” and “learning”?
When does Visible Learning
occurs?
ABOUT THE “EFFECT SIZE”
Effect size is a quantitative measure of the “Strength of
a phenomenon”.
In “Visible Learning”, the effect size of different
influences on student’s achievement is calculated using
“Cohen’s d” formula.
0.4 is considered the “hinge point” - the
minimum effect size that we want our actions to
achieve.
THE “BAROMETER of INFLUENCES”
0 FACTS ABOUT
EDUCATION
“What is happening and the effect”
2
To discover some facts about our
education nowadays (based on
effect size), let’s do a group
task!
“WHAT WORKS,
and WHAT’s WORSE?”
THE EFFECT SIZE OF THE 9 GIVEN INFLUENCES
1. Negative effect:
- Summer vacation: -0.02
- Lack of sleep: -0.05
- Television (at home): -0.18
2. Little effect:
- Humour (teacher) : 0.04
- Background music : 0.1
- Web-based learning: 0.18
3. Positive/Desired effect:
- Small group learning : 0.47
- Parental involvement : 0.5
- Jigsaw method : 1.2
NEGATIVE IMPACT
LITTLE IMPACT
HIGH/POSITIVE IMPACT
Know
your
impact!
0 IMPLICATIONS
3
TEACHERS AS EVALUATORS AND
ACTIVATORS
● Evaluators:
○ Focus on student growth rather than just grades
○ Use a variety of assessment strategies to gather evidence of
learning and adapt their instruction accordingly.
● Activators:
○ Create an active learning environment where students are
encouraged to question, explore, and construct knowledge.
○ Provide explicit instruction, and facilitate meaningful discussions to
promote deep understanding.
An evaluator - An activator
● Know a range of learning
strategies
→ Build students’ knowledge and
understanding
● Provide direction and redirection
● Make the most of the power of
feedback
Teachers need to be:
● Directive
● Influential
● Caring
● Actively and passionately engaged
in the process of learning and
teaching
Teachers need to:
● Understand how students learn
● Where are you going?
● How are you going?
● Where to next?
Teachers need to:
● Create a classroom environments in
which error is welcomed as a
learning opportunity
→ Safe to learn, re-learn and
explore
● Provide feedback in an appropriate
and timely manner
My role, as a teacher, is
to evaluate the effect I
have on my students.
PREPARE THE LESSON
CRITICAL PARTS
01 PRIOR ACHIEVEMENT
02 TARGETED LEARNING
03 PROGRESSION
04 TEACHER COLLABORATION
Prior achievement
The levels of performance of
the students at the start
Teachers need to plan ways
in which to accelerate the
growth of not-so-bright
students alongside the
brightest ones
HOW?
Understand your student’s
ways of thinking
Pay attention to what and
how your students are
learning
Learning is collaborative
and requires dialogue
Peer-to-peer Meditation
construction
Self-attributes!
1 Self-efficacy 5 Self-
dependence
Self-
2 Self- 6 discounting
handicapping
3 Self-motivation 7 and
Self-distortion
perfectionism
4 Self-goals 8 Social
comparison
TARGETED LEARNING
LEARNING SUCCESS
INTENTIONS CRITERIA
Outline what the Provide the means by
student will be which the learning that
learning during that has taken place can be
particular lesson measured or evaluated.
Some important features of learning intentions and teacher planning
(by Clarke, Timperley and Hattie)
● Sharing of learning intentions with students
● Different rates and speeds of acquiring
knowledge.
● Group work priority.
● Unintentional knowledge learned by students.
● Returning and reflecting to the learning
intentions at the end of lesson.
STARTING
THE LESSON
THE CLIMATE OF THE CLASSROOM
1. Teacher-Student Relationships
2. Student-Student Relationships
3. Clear Expectations
4. Supportive Feedback
5. Emotional Support
6. Classroom Management
LESS TEACHER TALK, MORE
LISTENING
● Be aware of TTT and reflect on how
it impacts student learning.
● Provide clear instructions and
explanations but also give students
opportunities to actively participate,
ask questions, and engage in
discussions.
QUESTIONS
TO PROMOTE STUDENT LEARNING
● "High-impact" questions ⇒ critical
thinking, problem-solving, and deeper
understanding.
● Open-ended questions >> closed-ended
questions.
● Sufficient waiting time.
● Peer-to-peer questioning strategies.
● Feedback and follow-up questions
● Create a safe and supportive classroom
environment
KNOW STUDENTS AND GO OF THE
LABELS
● Moving beyond labels.
● Knowing the students: their
“strengths, weaknesses,
interests, and learning styles”.
● High expectations: realistic and
attainable.
04
MIND FRAMES
I am an evaluator
“Know thy impact”
Teachers must constantly
assess their own teaching and
evaluate whether we can bring
out the best of our students
I see assessment as feedback to
me
Students assessment should be
examined to see if what we are
doing in the classroom is working
I collaborate with my peers and
students about my conception of
progress and my impact
● Education expertise is a
product of exchange and
cooperation
● It is important for developing
a sense of community
I am a change agent
Teachers should believe in their
ability to make a difference in
students’ lives and actively seek
ways to improve their teaching
I strive for challenge and not
merely “doing my best”
● Learning needs to be
challenging. Teachers must
make sure that it is neither too
high nor too low.
● Students should be taught to
not be afraid to make mistakes.
Through it students will dig
deeper.
I give feedback and act on
feedback given to me
● Teachers should give timely
and constructive feedback on
students’ learning progress
● Students provide feedbacks to
teachers on whether learning
and teaching have been
successful
I engage in as much dialogue as
monologue
● Exchanges between Teachers
- Student - Parents is helpful
● Teachers should ballance
when to talk, explain, listen,
and to give students time to
discuss
I inform students what successful
impact looks like
The learning outcome and goal
of the lesson should be clarified
to students
I build relationship and trust
● Learning requires a positive
relationship
● A safe and trusting
environment will help
students improve and give
more confidence to explore
I focus on learning and the
language of learning
Students should place their
attention and effort on the process
of acquiring knowledge and skills,
as well as understanding the
methods, strategies, and concepts
related to learning itself.
THANK YOU!
