What is visible learning?
Visible learning is an approach to teaching and learning that was originated by Professor John Hattie. Professor Hattie compared effect sizes of many aspects that influence learning outcomes. The areas covered in his research looked at factors such as: home, school, teacher, student, curriculum and teaching strategies. From these areas, he ranked 138 influences on student learning outcomes from very positive effects to very negative effects. Hattie found that the average effect was 0.4 and used this as a way of judging what factors works best.
From the 138 influences, it was found that the quality of teaching and the specific teaching strategies used, made a significant difference to the student learning outcomes compared to all other factors. Hattie stressed the importance of teachers being evaluators of their own practice, and knowing their impact upon student learning.
What is a visible learner?
Characteristics of a visible learner:
- can be their own teacher
- can articulate what they are learning and why
- can talk about how they are learning and the strategies they are using to learn
- can articulate their next learning steps
- can use self-regulation strategies
- is assessment-capable and can self-assess
- seeks, is resilient, and aspires to challenge
- can set mastery goals
- asks questions
- sees errors as opportunities and is comfortable saying that they don't know and/or need help
- positively supports their peers' learning
- knows what to do when they don't know what to do
- actively seeks feedback.
- has metacognitive skills and can talk out.
Learning goals and success criteria
A learning intention for a lesson or series of lessons is a statement, created by the teacher, that describes clearly what the teacher wants the students to know, understand, and be able to do as a result of learning and teaching activities.
The success criteria is a guide which helps support teachers and students to judge whether they have achieved their learning goal.