John Hattie
Overview of Visible Learning Result of 15 years’ research and synthesises over 800 meta-analyses relating to the influences on achievement in school-aged students Identifies 138 influences on learning
Meta-Analyses results provide a “standard” from which to judge effects It is a comparison based on typical, real-world effects rather than based on the strongest cause possible, or with the weakest cause imaginable.
Meta-Analyses Based on Six Major Contributors to Learning: Contribution# of Studies Student11,101 Home2,211 Schools4,150 Teacher2,225 Curricula7,102 Teaching25,860 TOTAL52,649
Meta-Analyses Based on Six Major Contributors to Learning: Contribution Student Prior knowledge of learning Expectations Degree of openness to experiences Emerging beliefs about the value and worth to them from investing in learning Engagement Ability to build a sense of self from engagement in learning
Scale 138 factors Effect Standard deviations (SD)
Standard Deviation
1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year
Focus What is effective? What you can impact?
Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Desired Effects d=0.4+ Influences that have greatest impact on student achievement outcomes d=0.0 and d=0.15 What students could probably achieve if there was no schooling. d=below 0.15 Can be considered potentially harmful and probably should not be implemented -0.2 Low d=0.15 and d=0.40 Influences in this zone are similar to what teachers can accomplish in a typical year of schooling.
Rank Order of Influences on Learning Based on 138 Influences © John Hattie Visible Learning
Overview of Visible Learning Result of 15 years’ research and synthesises over 800 meta-analyses relating to the influences on achievement in school-aged students Identifies 138 influences on learning
Meta-Analyses results provide a “standard” from which to judge effects It is a comparison based on typical, real-world effects rather than based on the strongest cause possible, or with the weakest cause imaginable.
Meta-Analyses Based on Six Major Contributors to Learning: Contribution# of Studies Student11,101 Home2,211 Schools4,150 Teacher2,225 Curricula7,102 Teaching25,860 TOTAL52,649
Meta-Analyses Based on Six Major Contributors to Learning: Contribution Student Prior knowledge of learning Expectations Degree of openness to experiences Emerging beliefs about the value and worth to them from investing in learning Engagement Ability to build a sense of self from engagement in learning
Scale 138 factors Effect Standard deviations (SD)
Standard Deviation
1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year
Focus What is effective? What you can impact?
Hattie’s “Barometer of Influence” Negative © John Hattie Visible Learning 0.15 Low 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Desired Effects
Rank Order of Influences on Learning Based on 138 Influences © John Hattie Visible Learning
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Desired Effects Feedback
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Whole Language Curricula Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Direct Instruction Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Class Size Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Not labeling students School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Family Structure Home Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Mobility School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Summer Vacation School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Drama/Arts School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Retention School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Charter Schools School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Coop. vs. Indv. Learning School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = School Size School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Parental Involvement Home Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Socio-econ Status Home Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Desired Effects Feedback
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Whole Language Curricula Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Direct Instruction Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Class Size Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Not labeling students School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Family Structure Home Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Mobility School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Summer Vacation School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Drama/Arts School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Retention School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Formative evaluation School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Charter Schools School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Coop. vs. Indv. Learning School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = School Size School Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Parental Involvement Home Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Socio-econ Status Home Desired Effects
S e = Teacher Developmental Reverse 1.2 Negative Low High Medium © John Hattie Visible Learning Feedback d = Tchr-Stu Relationships School Desired Effects