This unique and groundbreaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involved many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning.
Areas covered include the influence of:
A model of teaching and learning is developed based on the notion of visible teaching and visible learning.
A major message is: that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.
Although the current evidence-based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/ dashboard for comparing many innovations in teaching and schools.
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and honorary Professor at the University of Auckland, New Zealand.
He is the author of Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning Into Action and Visible Learning for Literacy