Visible Learning,

Visible Leadership
The Mindsets
that make the difference
in Education
John Hattie
Visible Learning Laboratories
University of Auckland
Influences on Achievement ?

Decreased Zero Enhanced

Reducing Class Size on Achievement?
What is the effect of reducing class
size

Hundreds of evaluations of reducing

class size ….
0

Decreased Zero Enhanced

Effect on Achievement over time?

Reducing
Class Size

0 .20 1.0

Decreased Zero Enhanced

An effect-size of .20 1.0

advancing achievement 9 mths 3 yrs
% improving rate of learning 10% 45%
r variable & achievement .10 .45
% of students with treatment exceeding those
not treated 8 34
The typical influence on achievement

So what is the typical effect across

 800+ meta-analysis

 50,000 studies, and

 200+ million students

Effect on Achievement over time?

Typical
Effect
Size

0 .20
.40 1.0

Decreased Zero Enhanced

 Distribution of effects
25000

20000
No. of Effects

15000

10000

5000

0
Rank these 12 effects: Answers
1 Acceleration (speed up a year)
2 Feedback
3 Student-teacher relationships
4 Teaching study skills
5 Reading Recovery
6 Cooperative learning
7 Homework
8 Individualized instruction
9 Ability grouping
10 Open vs. traditional classes
11 Retention (hold back a year)
12 Shifting schools
Rank these 12 effects: Answers
1 Acceleration (speed up a year) .88
2 Feedback .73
3 Student-teacher relationships .72
4 Teaching study skills .59
5 Reading Recovery .50
6 Cooperative learning .41
7 Homework .29
8 Individualized instruction .22
9 Ability grouping .12
10 Open vs. traditional classes .01
11 Retention (hold back a year) -.16
12 Shifting schools -.34
The Disasters ...
Rank Influence Studies Effects ES

130 College halls of residence 10 23 .05

131 Multi-grade/age classes 94 72 .04

132 Student control over learning 65 38 .04

133 Open vs. Traditional 315 333 .01

134 Summer vacation 39 62 -.09

135 On Welfare Policies 8 8 -.12

136 Retention 207 2675 -.16

137 Television 37 540 -.18

138 Mobility 181 540 -.34

The Disasters ...
Rank Influence Studies Effects ES

120 Mentoring 74 74 .15

121 Teacher education 85 391 .12
122 Ability grouping 500 1369 .12
123 Gender 2926 6051 .12
124 Diet 23 125 .12
Teacher subject matter
125 knowledge 92 424 .09
126 Distance Education 839 1643 .09
Out of school curricula
127 experiences 52 50 .09
128 Perceptual-Motor programs 180 637 .08
129 Whole language 64 197 .06
The Disasters ...
Rank Influence Studies Effects ES

110 Learning hierarchies 24 24 .19

111 Co- Team teaching 136 47 .19
112 Web based learning 45.3 136 .18
113 Family structure 845 1733 .17
114 Extra-curricula Programs 102 68 .17
115 Teacher Immediacy 16 16 .16
116 Within class grouping 129 181 .16
116 Home-school programs 14 14 .16
118 Problem based learning 285 546 .15
119 Sentence Combining programs 35 40 .15
Not Worth it yet ...
Rank Influence Studies Effects ES

100 Finances 189 681 .23

101 Illness (Lack of) 13 13 .23
101 Religious Schools 71 71 .23
103 Individualized instruction 638 1185 .22
104 Visual/Audio-visual methods 359 231 .22
105 Comprehensive Teaching Reforms 282 1818 .22
106 Class size 96 785 .21
107 Charter Schools 18 18 .20
108 Aptitude/treatment interactions 61 340 .19
109 Personality 234 1481 .19
 Typical “average teacher” territory ...

Rank Influence Studies Effects ES

90 Exercise/Relaxation programs 227 1971 .28

91 Desegregation 335 723 .28
92 Mainstreaming 150 370 .28
93 Teaching test taking & coaching 275 372 .27
94 Use of calculators 222 1083 .27
Values/Moral Education
95 Programs 84 97 .24
Competitive vs. individualistic
96 learning 831 203 .24
96 Special College Programs 108 108 .24
98 Programmed instruction 493 391 .23
99 Summer school 105 600 .23
 Typical “average teacher” territory ...
Rank Influence Studies Effects ES

80 Decreasing disruptive behavior 165 416 .34

81 Drugs 467 1839 .33

82 Simulations 361 482 .33
83 Inductive teaching 97 103 .33
84 Ethnicity 9 9 .32
85 Teacher effects 18 18 .32
86 Inquiry based teaching 205 420 .31
87 Ability grouping for gifted students 125 202 .30
88 Homework 161 295 .29
89 Home visiting 71 52 .29
 Closer to Average …
Rank Influence Studies Effects ES

70 Time on Task 100 136 .38

71 Computer assisted instruction 4899 8914 .37
72 Adjunct aids 73 258 .37
73 Bilingual Programs 128 727 .37

74 Principals/ School leaders 491 1257 .36

75 Attitude to Mathematics/Science 288 664 .36
76 Exposure to Reading 114 293 .36
77 Drama/Arts Programs 715 728 .35
78 Creativity 21 447 .35
79 Frequent/ Effects of testing 569 1749 .34
Average
Rank Influence Studies Effects ES

60 Mathematics programs 706 2404 .43

Behavioral organizers/Adjunct
61 questions 577 1933 .41
63 Cooperative learning 306 829 .41

64 Science 884 2592 .40

65 Social skills programs 540 2278 .40
66 Reducing anxiety 121 1097 .40
67 Integrated Curricula Programs 61 80 .39

68 Enrichment 214 543 .39

69 Career Interventions 143 243 .38
 Average
Rank Influence Studies Effects ES

51 Motivation 327 979 .48

52 Early Intervention 1704 9369 .47

53 Questioning 211 271 .46

54 Pre school programs 358 1822 .45

55 Quality of Teaching 141 195 .44

56 Writing Programs 262 341 .44

57 Expectations 674 784 .43

58 School size 21 120 .43

59 Self-concept 324 2113 .43

Let’s have them ....
Rank Influence Studies Effects ES

40 Keller's PIS 263 162 .53

41 Peer influences 12 122 .53
42 Classroom management 100 5 .52
43 Outdoor/ Adventure Programs 187 429 .52
44 Interactive video methods 441 3930 .52
45 Parental Involvement 716 1783 .51
46 Play Programs 70 70 .50
47 Second/Third chance programs 52 1395 .50
48 Small group learning 78 155 .49
Concentration/Persistence/
49 Engagement 146 587 .48
 Exciting ….
Rank Influence Studies Effects ES

30 Worked examples 62 151 .57

31 Home environment 35 109 .57
32 Socioeconomic status 499 957 .57
33 Concept mapping 287 332 .57
34 Challenging Goals 604 820 .56

35 Visual-Perception programs 683 5035 .55

36 Peer tutoring 767 1200 .55
Cooperative vs. competitive
37 learning 1024 933 .54

38 Pre-term birth weight 46 136 .54

39 Classroom cohesion 88 841 .53

Among the Winners ...
Rank Influence Studies Effects ES

20 Problem solving teaching 221 719 .61

21 Not labeling students 79 79 .61

22 Teaching strategies 5667 13572 .60
Cooperative vs. individualistic
23 learning 774 284 .59
24 Study skills 668 2217 .59
25 Direct Instruction 304 597 .59
26 Tactile stimulation programs 19 103 .58
27 Phonics instruction 447 5990 .58
28 Comprehension programs 415 2653 .58
29 Mastery learning 377 296 .58
The Winners ...

Rank Influence Studies Effects ES

11 Teacher-Student relationships 229 1450 .72

12 Spaced vs. Mass Practice 63 112 .71
13 Meta-cognitive strategies 63 143 .69
14 Prior achievement 3607 9209 .67
15 Vocabulary programs 301 800 .67
16 Repeated Reading programs 54 156 .67
17 Creativity Programs 685 837 .65
18 Self-verbalization & Self-questioning 113 1150 .64
19 Professional development 537 1884 .62
 The Winners ...
Rank Influence Studies Effects ES

1 Self-reported grades 209 305 1.44

2 Piagetian programs 51 65 1.28

3 Providing formative evaluation 30 78 .90
4 Micro teaching 402 439 .88
5 Acceleration 37 24 .88
6 Classroom behavioral 160 942 .80
Comprehensive interventions for
7 learning disabled students 343 2654 .77
8 Teacher clarity na na .75
9 Reciprocal teaching 38 53 .74
10 Feedback 1287 2050 .73
Identifying what matters
Percentage of Achievement Variance

Teachers
Students

Home
Peers
Schools Principal
Visible Teaching – Visible Learning
 MINDSETS – 1. Teachers/ Leaders as
Evaluators
A disposition to asking …

• How do I know this is working?

• How can I compare ‘this’ with ‘that’?

• What is the merit and worth of this influence on learning?

• What is the magnitude of the effect?

• What evidence would convince you that you are wrong?

• Where is the evidence that shows this is superior to other programs?

• Where have you seen this practice installed so that it produces effective results?

• Do I share a common conception of progress?

2. It’s about the teacher’s/leaders mindset,
not the kids!

Don’t blame the kids

Social class/ prior achievement is surmountable
All students can be challenged
Strategies not styles
Develop high student expectations
Enhance help seeking
Develop assessment capable students
The power of developing peer interactions
The power of critique/error/feedback
Self-regulations and seeing students as teachers
 3. Teachers/Leaders as change agents

Achievement is changeable and enhanceable vs. immutable and fixed

Teaching as an enabler not a barrier

Engage in the total learning and

not break into steps and chunks

The Power of learning intentions

The Power of success criteria

 The Contrasts
 An active teacher, passionate for their subject
and for learning, a change agent

OR

 A facilitative, inquiry or discovery based provider

of engaging activities
 Activator or Facilitator ?
An Activator A Facilitator
Reciprocal teaching Simulations and gaming
Feedback Inquiry based teaching
Teaching students self-verbalization Smaller class sizes
Meta-cognition strategies Individualized instruction
Direct Instruction Problem-based learning
Mastery learning Different teaching for boys & girls
Goals - challenging Web-based learning
Frequent/ Effects of testing Whole Language Reading
Behavioral organizers Inductive teaching
 Activator or Facilitator ?
An Activator ES A Facilitator ES

Reciprocal teaching .74 Simulations and gaming .32

Feedback .72 Inquiry based teaching .31
Teaching students self-verbalization .67 Smaller class sizes .21
Meta-cognition strategies .67 Individualized instruction .20
Direct Instruction .59 Problem-based learning .15
Mastery learning .57 Different teaching for boys & girls .12
Goals - challenging .56 Web-based learning .09
Frequent/ Effects of testing .46 Whole Language Reading .06
Behavioral organizers .41 Inductive teaching .06

ACTIVATOR .60 FACILITATOR .17

4. Teachers/Leaders gaining
feedback about themselves ...
 Where am I going?
 How am I going?
 Where to next?
 5. Assessment as feedback – to
teachers/leaders
 Who did you teach well, who not so well
 What did you teach well, not so well
 Where are the gaps, strengths, achieved, to be achieved
 Levels and Progress
 Developing a common conception of progress
Individual Learning Pathways
Curriculum Level Report
6. Challenge or “Do your best”

Maintain the challenge not break it down

Power of learning intentions

Power of success criteria

7. It’s about “not knowing”/error
Relationships in classrooms
The importance of error

and not knowing …

Build trust and rapport

Student more than teacher questioning

Teacher clarity, support, and What’s next

Peer teaching, assessment, learning

It’s more about the learning than the teaching

 What some teachers/leaders do!

 Clear learning intentions

 Challenging success criteria
 Range of learning strategies
 Know when students are not
progressing
 Providing feedback
 Visibly learns themselves
Such that students …

 Understand learning intentions

 Are challenged by success criteria

 Develop a range of learning strategies

 Know when they are not progressing

 Seek feedback

 Visibly teach themselves

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