Hattie’s theory

Visible learning
 CONTENT

I. Concepts related to Hattie’s visible learning -

Pham Thi Phuong Hoa
II. Implications of visible learning model - Le Thi
Phuong
III. Expert teacher - Nguyen Thi To Uyen
IV. Applications in ELT- Tran Dieu Linh
I. Concepts related to Hattie’s visible
learning- Pham Thi Phuong Hoa
Meta analysis
Hattie developed a way of
ranking various influences
in different meta-analyses
according to their effect
sizes. 
Meta analysis refers to a
process of integration of
the results of many
studies to arrive at
evidence synthesis
(Normand, 1999).
 I. Concepts related to Hattie’s visible
learning
Effect size 
Hattie states an effect size
d=0.2 may be judged to have a small effect
d=0.4 a medium effect 
d=0.6 a large effect on outcomes.
He defines d=0.4 to be the hinge point, an effect
size at which an initiative can be said to be having
a 'greater than average influence' on achievement.
Hattie’s definition
of visible learning
Visible learning occurs
when teachers see
learning through the
eyes of students and
help them become their
own teachers.
Hattie’s Barometer of influence
 Influences and effect size to student
achievement
• Student self-reporting grades
• Formative evaluation
• Teacher clarity
• Reciprocal teaching
• feedback
• teacher-student relationships
• meta-cognitive strategies
• self-verbalisation / questioning
• teacher professional development
• problem-solving teaching
 Influences and effect size to student
achievement
• Student self-reporting grades
+ Student expect for performance
+ Set goal for overall learning
Student self-reporting
grades

Share rubrics for self –

assessment
Rubrics are scoring
instruments used to
evaluate students
performance their
work.(Mertler, 2001)
 Influences and effect size to student
achievement
Formative Evaluations are evaluation for
learning
Provide level of understanding
Adjust approaches to students
- Teacher clarity is both a method and a mindset,
and it has an effect size of 0.75 (Hattie, 2009).
Teacher guides clear instruction can help
students learn well
 Influences and effect size to student
achievement
Reciprocal teaching refers to an instructional activity in
which students become the teacher in small group
reading sessions
Feedback: The process in which part of the output of a
system is returned to its input in order to regulate its
further output.
 Influences and effect size to student
achievement
Meta-cognitive strategies:
Metacognition: process of thinking about how you think
and learn
Meta-cognitive strategies refer to use methods to help
students, and students use memory and the language
skills to develop their learning (Use road map to explain
the text list ask student to memorize or to create their
notices)
 Influences and effect size to student
achievement
Teacher-student relationships
• Benefits of positive Teacher-student relationship
• Promotes Academic their interpersonal and professional skills.
Self-verbalisation / questioning
Teacher professional development
Problem-solving teaching

Hattie uses Barometer of influence to show impact of

various factors on learning
IMPLICATIONS OF VISIBLE
LEARNING MODEL

Presented by Lê Thị Phương

 IMPLICATIONS OF VISIBLE
LEARNING
Visible teaching & visible
learning

- The teaching is visible

when the student knows
what to do and how to do it.

- The learning is visible

when the teacher knows if
learning is occurring or not.
IMPLICATIONS OF VISIBLE LEARNING

Teachers’ mind frames: teacher’s view of his or her

role
10 mind frames
 TEACHER’S MIND FRAMES

1. I am an evaluator of my
impact on student learning

2. I see assessment as
informing my impact and next
steps

3. I collaborate with my peers

and my students about my
conceptions of progress and
my impact
 TEACHER’S MIND FRAMES

4. I am a change agent and

believe all students can improve

5. I strive for challenge and not

"doing your best“

6. I give and help students

understand feedback and I
interpret and act on feedback to
me
 TEACHER’S MIND FRAMES
7. I engage in dialogue much as
monologue

8. Success criteria is critical

9. I build relationships and trust so that

learning can occur in a place where it is
safe to make mistakes and learn from
others

10. I talk about learning, not about

teaching
 EXPERT TEACHER
Presented by: Nguyen Thi To Uyen
 III. Expert Teacher

According to John Hattie Visible

Learning and Teaching occurs when
teachers see learning through the eyes
of students and help them become
own teachers.
Five Attitudes and Beliefs of Expert Teachers

1. Expert teachers identify the most important ways to

represent the subjects they teach.
2. Expert teachers create an optimal classroom climate for
learning.
3. Expert teachers monitor learning and provide feedback.
4. Expert teachers believe all students can reach the
success criteria.
5. Expert teachers influence a wide range of student
outcomes not solely limited to test scores.
 Teachers and Leaders:

• Believe that their fundamental task is to evaluate the effect of

their teaching on students’ learning and achievement.
• Believe that success and failure in student learning is about what
they, the teacher, did or did not do.
• Want to talk more about learning than teaching.
• See assessment as feedback about their impact as a teacher.
• Engage in dialogue not monologue.
• Enjoy the challenge and never retreat to just “ doing their best ”.
• Believe that it is their role to develop positive relationships in
classrooms and staff rooms.
• Inform all about the language of learning
 What are some differences between experienced teachers and expert teachers

• Expert teachers are more effective scanners of

classroom behavior, make greater references
to the language of instruction and learning of
students.
• Whereas experienced teachers concentrate more on
what the teacher is doing and saying to the class
and novices concentrate more on student behavior.
• Experienced experts possess pedagogical
content knowledge that is more flexibly and
innovatively employed in instruction.
• They understand at a deeper level the reasons
for individual student success and failure on
any given academic task
• They are more able to anticipate and plan for
difficulties students are likely to encounter with
new concepts
• They can more easily improvise when things do
not run smoothly.
• They are more able to generate accurate
hypotheses about the causes of student success
and failure and they bring a distinct passion to
their work.
 Applications in ELT

Visible Teachers
learning
School leaders
Systems
 Applications in ELT
Visible Inspired and passonate teaching
learning
= Planning
checklist
Starting the lesson

The flow of the lesson: learning

Feedback

The end of the class

 Applications in ELT
• VISIBLE LEARNING – CHECKLIST FOR PLANNING
* Four Critical parts of planning
1. Prior Achievement: The levels of students at the
start
2. Targeted Learning: The desired levels at the end
3. Progression: The rate of progress from the start
to the end
4. Teacher Collaboration
 Applications in ELT
• VISIBLE LEARNING – CHECKLIST FOR PLANNING
- Teachers are thoroughly familiar with the curriculum – in
terms of content, levels of difficulty, expected
progressions.
- Teachers plan series of English lessons, with learning
intentions and success criteria.
- For each lesson, the objective of the lesson should be
clarified  teachers choose suitable methods, activities
and exercises.
- All materials ( course books, handouts, audios,…) should
be prepared carefully before each lesson.
 Applications in ELT
• VISIBLE LEARNING – CHECKLIST FOR STARTING THE
LESSON
- A supportive classroom climate promotes student
learning
- There is a balance in talking, listening and doing
activities between teachers and students.
- The role of peers in student achievement
 Applications in ELT
• VISIBLE LEARNING – CHECKLIST FOR THE FLOW OF THE
LESSON: LEARNING
- Teachers need to understand about various levels of language
learning: capabilities, capacities, catalysts, competences.

- Teachers need to know when students are and are not

learning, and where to go next, and who can create a
classroom climate to attain these learning goals.

- Teachers have multiple ways of teaching and interacting, and

provide students multiple opportunities for practice English.
 Applications in ELT
• VISIBLE LEARNING – CHECKLIST FOR FEEDBACK

- Three important feedback questions: ‘Where am I going?’;

‘How am I going there?’; and ‘Where to next?’

- Three important levels of feedback: task; process; and self-

regulation.

- Teachers are aware of the importance of praise, but do not

mix praise with feedback information.

- Teachers provide feedback appropriate with the evidents

 Applications in ELT
VISIBLE LEARNING – CHECKLIST FOR THE END OF
THE LESSON:
- Teachers critique the learning intentions and success
criteria and find the evidences:
+ Evidence of an optimal learning climate
+ Evidence of effective learning intentions and
success criteria
+ Evidence of effective learning
- Teachers use this information when planning their next
set of lessons/learning.
 A TEACHING PRACTICE OF GREAT EFFECT SIZE

1. Topic: Past tense/ Time indicators

2. Level: Pre-intermediate Age: 11-14
3. Teaching methodology: Communicative, Task-based,
Grammar translation
4. Materials: Board, handouts
5. Lesson objective:
- Get used to making simple sentences using past tense
- Be able to use time indicators when describing action in the
past
- Be able to tell when past tense should be used instead of
present tense
A TEACHING PRACTICE OF GREAT EFFECT SIZE

Activity 1: Warm-up (10’)

Crack the puzzle
- Students work in pairs or small groups to crack a puzzle about
irregular verbs used in past tense. To better deal with a mixed class,
teachers can strategically group students based on their ability. For
example, let better students work with those who are not as good.
- The first group to find all verbs in past simple will get a prize.
- Teacher then gives correct answer.
- The aim of this activity is to create a comfortable learning
atmosphere
and at the same time, help students revise some irregular verbs they
previously studied.
A TEACHING PRACTICE OF GREAT EFFECT SIZE

Teaching 1 (10 minutes)

- Teacher explains the usage and structure of past simple tense
- Teacher lists signal words describing time of action in the past such
as: yesterday, last, ago, etc. and then explains how to use them in a
sentence.
- Teacher give examples with each word to make sure students
thoroughly understand this grammar point.
- Students then work in pairs (preferably the same pairs as in warm-up
activity) to practice giving simple sentences using these signal words.
- Teacher should walk around the class to monitor students’ progress.
• Activity 1 (15’)
Interview: When did you last…?
- Teacher gives each student a handout (see picture)
and lets them fill in the first column in 3 to 5 minutes.
- After that students are encouraged to freely move
around the classroom to find as many students having
the same answers as theirs.
The name of those students should be written in the
second column.
- Students have to make a conversation along the way
to practice asking and answering questions (with the
use of past tense’s signal
words as a requirement) in past tense, which helps
them get used to this grammar point.
- Teacher monitor as well and even join the students
in their conversation.
 A TEACHING PRACTICE OF GREAT
EFFECT SIZE
Activity 2: Present or Past? (10’)
- Each student is given a handout in which there are incomplete
sentences (see picture)
- Students work in pair to determine whether each sentence should
be used in present tense or past tense, then conjugate the verb in the
bracket to complete the sentences.
- Students are allowed to discuss with each other and teacher monitor
their work.
 Q&A
1. How many effects size are there in Hattie’s
Barometer influence?

 Four effects: reserve, developmental,

teacher, and zone of desired effects
2. Which effect size is considered as the hinge
point?
A. Small
B. medium
C. large
Correct answer: B
3. How many mind frames are there in visible
learning model”
A. 8
B. 5
C.10
D. 9

 Key: C
4.The statement in teacher’s mind frames “ I engage in
monologue as much as possible” .True or False.

Key: False. According to teacher’s mind frames,

“I engage in dialogue much as monologue”
 REFERENCES
Hattie, John (2008). Visible Learning: A Synthesis
of Over 800 Meta-Analyses Relating to
Achievement. NY: Routledge. p. 392. ISBN 
978-0-415-47618-8.
Creating and Sharing Writing iRubrics

Hattie, John (2012). Visible learning for teacher

maxim impact on learning. NY: Routledge
Reima Al-Jarf (2011)“Creating and Sharing Writing
iRubrics” Asian EFL Journal. Professional Teaching
Articles. Vol. 51