# Visible Learning Insights  ## Metadata - Author: [[John Hattie and Klaus Zierer]] - Full Title: Visible Learning Insights - Category: #books ## Highlights - Looking at this result against the background of positive effects, it may be said that 95 percent of all influences are positive. In this respect, almost everything that happens in schools promotes school performance. This could reassure teachers, but it should not (if, for no other reason, this means that everyone’s ideas of how to improve schools can be defended, as they almost all work!). ([Location 10924](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=10924)) - Tags: [[pink]] - The nine domains are: 1 Student with 38 factors 2 Home with 16 factors 3 School with 25 factors 4 Classroom with 24 factors 5 Curricula with 31 factors 6 Teacher with 16 factors 7 Teaching: Teaching strategies with 20 factors 8 Teaching: Implementation methods with 53 factors 9 Teaching: Learning strategies with 32 factors This ([Location 12235](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=12235)) - Tags: [[pink]] - School Home Implementation Methods Classroom Teaching Strategies Learning Strategies FIGURE 3.3 Didactic triangle ([Location 12672](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=12672)) - Tags: [[pink]] - 800 students is considered the ideal. ([Location 23594](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=23594)) - Tags: [[pink]] - The influence of curricular programs on student achievement can be great. It depends on how teachers work with the curricula. The more structured and clear the curricular programs, the more successfully they can be implemented by teachers. This does not mean that teachers need to be slaves to the curriculum, but they can better adapt and monitor effectiveness when an excellent curriculum is available. ([Location 28837](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=28837)) - Tags: [[pink]] - Formative evaluation, namely the evaluation of the teaching process, is a special kind of feedback (Figure 6.4). It differs from summative evaluation, which is the evaluation of the teaching result in terms of its benefits. While the evaluation of the teaching process tries to gather information in order to change the concrete situation during the process of evaluation, evaluation of the teaching result looks at the education system as a whole in order to facilitate changes in the medium and long term. ([Location 34081](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=34081)) - Tags: [[pink]] - Note: Kolbs on the system - What do we mean by “direct instruction”? Essentially, the method is characterized by clarity on the part of the teacher with regard to goals, content, methods, and media, and the teacher is able to project that clarity onto students. Ultimately, it describes a teaching situation where both teacher and students know exactly who has to do what, when, why, how, and with whom. The teacher “guides” the class through the instruction in didactically skillful ways, without neglecting the importance of students’ own activities. This form of teaching particularly benefits weaker students who depend on clear orientation more than other, stronger students. ([Location 35390](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=35390)) - Tags: [[pink]] - What are the sub-domains “Teaching strategies”, “Implementation strategies”, and “Learning strategies” about? The sub-domains of “Teaching” are “Teaching strategies”, “Implementation methods”, and “Learning strategies”. They include factors that may be used to, first, control and optimize teaching from the teacher’s point of view (e.g., the factor “goals”), second, to make the interaction between learner and teacher effective (e.g., the factor “feedback”), and third, to show learners effective possibilities of self-control and self-regulation (e.g., the factor “metacognitive strategies”). ■■ ([Location 41507](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=41507)) - Tags: [[pink]] - Shulman (1986), which divides a teacher’s competence into at least three areas. First is subject matter knowledge. Second is educational competence. Third is didactic competence. ([Location 44128](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=44128)) - Tags: [[pink]] - The teacher’s impact on the student’s achievement level is enormous. It depends primarily on the mutual interactions between subject matter knowledge, pedagogical competence, and didactic competence – and the resulting passion with which teachers approach their students. Competences and attitudes are important. The mindframes of teachers are the center of expertise. ([Location 45878](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=45878)) - Tags: [[pink]] - What are needed are not lone warriors, but cooperation between teachers and all those involved in the educational process.Teaching needs to become more of a shared profession – our peers should be critics of our thinking, of our expectations, and help us see our impact on our students. ([Location 46313](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=46313)) - Tags: [[pink]] - What core messages can we infer from this with regard to teachers? Teachers are one of the most important factors when it comes to student achievement. Subject matter knowledge alone is not enough. It must be accompanied by educational and didactic competence. Finally, the right mindframes are needed to bring knowledge, ability, will, and judgment into everyday school and teaching. Thus, the teacher’s passion for the subject, for the students, and for the profession of teaching is crucial. ([Location 47187](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=47187)) - Tags: [[pink]] - Note: Acac model - is not the number of years that makes the difference; nor is it the number of hours a teacher spends working in the job – according to the principle: the more, the better. This is another misconception in teaching practice that often makes life difficult for beginning teachers. It is the impact on the students. It is being clear and defending this notion of impact, it is high expectations, it is impacting all students, and it is much more than just achievement. It is imbuing students with a passion for learning, creating classrooms that make them want to come back and engage and invest in learning, it is (as John Hattie says so often in his more recent books) about the skill, will, and thrill of learning. In consequence, expertise in the context of education lies in the fact that a teacher’s actions are marked by caring, control, and clarity, that the teacher’s classroom teaching offers challenges, sparks fascination, that the teacher listens to students’ opinions and guides them towards solid knowledge. It can be shown, for example, that expert teachers pose much more appropriately challenging tasks that require students to apply their newly gained knowledge and transfer it to previously unknown situations, while non-experts often limit themselves to tasks where the newly learned knowledge only has to be repeated. Expertise in this sense is not a matter of years of service or work effort. It is about knowing how to set appropriately challenging success criteria, it is understanding where the students start, and it is about closing this gap between where they start and the criteria of success. ([Location 48936](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=48936)) - Tags: [[pink]] - Passionate teachers are those who have the greatest impact on learners. Much more important than what we do is how and why we do it. We need teachers who do not see teaching as a monologue but as a dialogue, who keep searching for something within their students that nobody knows about and nobody believes in any longer, who can talk about their knowledge but also their lives with competence, who exchange ideas and get together with colleagues and who meet the students on an equal footing, knowing that they need the students as much as the students need them. Teachers thus fulfill a particular role in the classroom, which Visible Learning variously calls that of an activator, an evaluator, and at other times that of a change agent. ([Location 49371](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=49371)) - Tags: [[pink]] - Teacher mindframes and evidence-based evaluation are crucial for the full impact of teaching. This results in the teacher’s role being that of an activator. ([Location 49810](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=49810)) - Tags: [[pink]] - “The teacher has the skill to ‘get out of the way’ when learning is progressing towards the success criteria”, and that one aim of schooling is to “make the student their own teacher”. Successful teachers then enter the classroom with the attitude of an activator who guides his or her class responsibly and humanely. Successful teachers also do not approach their class from a position of authority as one who decides everything and sets the tone, but guide their students gently and empathetically towards their success criteria in a constant exchange about goals, content, methods, and media. They exchange ideas with colleagues about the right ways, roundabout ways, and wrong ways, cooperate with parents and, together with their students, approach the goal, step by step – but every learner has to master for him- or herself that very last step. ([Location 52866](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=52866)) - Tags: [[pink]] - Teachers have the largest impact on student achievement when they act as activators. They are aware of the goals, content, methods, and media, and select them according to student feedback. Based on an intensive student–teacher relationship, they use feedback to evaluate not only the result but also the process of learning. This enables them to make the necessary changes to their teaching habits. ([Location 53304](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=53304)) - Tags: [[pink]] - They learned a great deal about what it was like to be a student at Kambrya – and this led to the revolution; that is, the teachers focused on their impact, looking at their teaching through the eyes of their students. ([Location 58111](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=58111)) - Tags: [[pink]] - In 10 Mindframes for Visible Learning, we tackled the challenge of inferring practical recommendations from Visible Learning. The following ten mindframes are central: 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 concepts of progress and my impact. 4 I am a change agent and believe all students can improve. 5 I strive for challenge and not merely “doing your best”. 6 I offer and help students understand feedback and I interpret and act on feedback given to me. 7 I engage as much in dialogue as in monologue. 8 I explicitly inform students what a successful impact looks like from the outset. 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 focus on learning and the language of learning. These ten mindframes serve to illustrate the crucial steps to make learning visible. 1. Mindframe: I ([Location 59858](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=59858)) - Tags: [[pink]] - Successful feedback depends on clear goals and asks the questions “Where are you going?”, “How are you getting there?”, and “Where to next?” ([Location 62479](https://readwise.io/to_kindle?action=open&asin=B07R69PX56&location=62479)) - Tags: [[pink]]