TEACHING

AND
LEARNING
A presentation based on Visible Learning:
A synthesis of over 800 meta-analyses
relating to achievement by John Hattie

Amber Duncan
SPE 503
The University of Alabama

Objectives
In this presentation, you will find
information on:
- what visible teaching and learning is
- what acts a teacher engages in to
promote visible teaching and learning
- what contributions or factors affect
visible teaching and learning

NG AND
LEARNI
NG

What is Visible
Teaching and Learning?
Visible Teaching and Learning is when:
-learning is the explicit goal
- the goal is appropriately challenging
- there is feedback given and sought
- there are active, passionate, and
engaging
people involved in the act of
learning
- teaching is visible to the student and
learning is visible to the teacher

teacher needs to do to
promote visible
teaching and learning?
For visible teaching and learning, there are acts that we
as teachers need to pay attention to. These are acts that
encourage visible teaching and learning:
*awareness of the learning intentions
*awareness of the success criteria for a lesson and
communicating this to the student
* knowing when a student is successful in
achieving the goals or
learning intentions
*having an understanding of our student and what
they are
understanding from our teaching
*understanding and knowing the content we are
teaching

teacher needs to do to
promote visible
teaching and learning?
These are some more acts that we are teachers need
to engage in to have visible teaching and learning in
our classrooms:
*provide a safe environment for the student and
teacher
* be aware of teaching strategies that are and are
not working with our students
* show passion for teaching and to show passion
about when our students are learning
* using evidence based practices and noting the
outcomes of these different practices

VISIBLE
TEACHING
AND
LEARNING

contributions or factors
that affect visible
teaching and learning?
The different contributions that affect visible
teaching and learning are:
*factors from the child
*factors from the home
*factors from the school
*factors from the teacher
*factors of the curriculum
*factors of the teaching approaches

Factors from
the Child
- A child brings prior knowledge to school from preschool, from
home, from peers, and from other influences such as the
television or music.
- Other factors that a child brings to their learning are:
* expectations
* degree of openness to experiences
* emerging beliefs about the value and worth of learning and
investing time
in learning
* engagement on school tasks and activities
* build themselves as a learner and a sense of self from
learning.
- Too many times in school, we are teaching and our students are
physically in front of us but they are absent in mind. (Steingberg,
Brown, & Dornbusch, 1997, p. 67)

Factors from
the home

- Factors from the home that influences a student and

their learning are:
* parental expectation and goals for their student
* parental knowledge of learning and the language
of the school
- These factors can either encourage the students
learning and achievement or it can discourage the
students learning and achievement.
- To help the factors from home, the school needs to
help the parents understand the language of
schooling and the teacher needs to help them

Factors from the school

- The school can affect a students achievement and
learning process.
- The school factors include:
* climate of the classroom- such as being open to
errors and correction, being open to feedback, and
providing a safe, caring environment
* peer influences
- When looking at schools, it is not the outer
appearance of the school that affects a students
achievement the most, it is the features within the
school such as the ones listed above.

Factors from the teacher

- When we think about teaching, this is the one
factor that we have control over in our classroom.
- How we teach matters to the achievement of our
students.
- Other factors from the teacher that affects our
students are:
* the quality of teaching from the students
perspective
* teacher expectations
* how we view our students, learning,
assessment, and the curriculum

Factors from the curriculum

- The curriculum we teach to our students should

encourage and foster goals that are challenging and
that our students can achieve.
- Other factors from the curriculum that affect
student achievement are:
* developing a curriculum that encourages
surface and deep
understanding
* ensuring that our students are learning and
have strategies to construct meaning
* having explicit and active programs that
encourage a deeper
understanding and that
teaches specific skills to our students

Factors from teaching approaches

- The way we approach teaching and teaching our students
influences their learning and achievement.
- Aspects that are from teaching approaches that affect
student learning and achievement are:
* paying attention to learning intentions and success
criteria
* setting challenging tasks
* providing multiple opportunities for deliberative
practices
* knowing when teacher or students is successful at
achieving the goals
set before them
* planning and talking about teaching and the ideas in
their classroom
* constantly receiving feedback on teaching from the
students and how
they are succeeding in their

 when teaching
and learning is
visible, there is a
greater likelihood of
students reaching
higher levels of
achievement.

References
Hattie, J. (2009). Visible learning, a synthesis of
over 800 meta-analyses relating to
achievement. (1st ed., Vol. 1). New York:
Routledge.
Steingberg, L.D., Brown, B.B., & Dornbusch,
S.M. (1997). Beyond the classroom: Why school
reform has failed and what parents need to do.
New York: Simon and Schuster.