Sunday, July 21, 2013

Educational Information/Research

From time to time I will share information I have posted elsewhere, for example, this posting is excerpted from a post I shared with superintendents in April 2013.

We have the data, we know what works - let's transform!

As part of my work in the ISAL II Cohort (Illinois School of Advanced Leadership) through the IASA (Illinois Association of School Administrators), I am going through a vision quest of sorts with respect to adaptive change, organizational change, growth, learning and success.

One of the powerful learning lessons I'm experiencing with the program is the exposure to research about "What Works" in education as well as how to apply that to my own practice as a leader and as a learning leader.

I feel compelled to share (affirm for those of you who already know, share for those of you who do not) one of the highly significant authors/researchers of our day is Professor John Hattie from Aukland, New Zealand. 

In this blog post, I am sharing some highlights from Hattie's book Visible Learning, the source document of the summary from where this information originates can be accessed at:

To get more information on the book Visible Learning:

Briefly, Hattie's meta analytical research (53,000 studies addressing and affecting the learning of 83 Million students) has 2 major findings:

Learning occurs when:

  • Each teacher sees his or her content and class through the eyes of the students and
  • Each student sees him or herself as his or her own best teacher

Excerpts from Miller's summary of Hattie's book:

Visible Learning by John Hattie (2009)
Summary by Gerry Miller (North Tyneside EAZ Consultant)
John Hattie is Professor of Education at the University of Auckland, New Zealand. This summary information by Gerry Miller also refers to Self-Theories: Their Role in Motivation, Development & Personality by Carol Dweck (2000) and Jo Boaler’s work on setting and social class.


Visible Learning is the result of 15 years’ research and synthesises over 800 meta-analyses (over 50,000 studies) relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence-based research into what actually works in schools to improve learning.

The main contributors that influence achievement are classified as the student, home, school, curricula, teacher and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.

A major message of the book is that what works best for students is similar to what works best for teachers. This includes 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.

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