The educational community worldwide owes a huge debt of gratitude to John Hattie. Hattie, a professor at the University of Melbourne, Australia is the author of Visible Learning, the result of 15 years of labor in the synthesis of educational research. The scope of what he attempted and completed is staggering: 800 meta-analyses of 50,000 research articles, 150,000 effect sizes, and about 240 million students! This work was reported in his 2009 book, Visible Learning. In his recent book, Visible Learning for Teachers: Maximizing Impact on Learning, he adds the results of 100+ meta-analyses that have been completed since 2009 and attempts to build a bridge of clarity directly to the daily work world of teachers and administrators.
What struck me initially about this book is the fact that he uses the format of the lesson to explain the findings of his research, thus putting the research results in context for the practitioner. His sections in Part 2 of his book are 1) preparing the lesson, 2) starting the lesson, 3) the flow of the lesson: learning, 4) the flow of the lesson: the place of feedback, and 5) the end of the lesson. He presents the research findings in a readable format for teachers and administrator that it is simply outstanding! I have never enjoyed reading research so much! The chapters are filled with helpful tables and diagrams that bring further clarity to the text. At the end of each chapter is a series of 4-10 questions for further discussion that could be used very effectively in faculty learning sessions.
As excited as I am about the content, accessibility, and usefulness of the book, I am even more overjoyed about the perspective that Hattie articulates in Parts 1 and 3 of the book. He acknowledges the significance of passion and the difficulty of measuring it. In particular he emphasizes the significance of teachers demonstrating a passion for having a positive impact on all students in their class: to monitor, self-assess, and modify their performance so that they make a difference in what they do. Hattie believes that a key to student learning is that educators must be passionate about evaluating their impact. While we associate a book of research like this with student achievement, Hattie makes clear that an over-emphasis on this area can cause us to lose focus on “what students, know, can do, and care about.” What he means is that the kinds of things that we have been addressing in this blog related to student flourishing, i.e. “the school and learning experience…must be productive, challenging, and engaging to ensure the best chance possible that students will stay in school.”
I deeply resonate with how Hattie concludes the book. After all the excellent presentation of research, he opens a discussion of eight mind frames of the teacher by stating the following:
“The major argument in this book underlying powerful impacts in our schools relates to how we think! It is a set of mind frames that underpin our every action and decision in a school; it is a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.”
Wow – right on John! Our ways of thinking, or worldview (my word), is the linchpin to student learning. What we believe about students, their capability, how to manage and engage them, the barriers to their learning, and our ability to impact them are, and always will be, the keys to student learning. Hattie provides a helpful, copy permission granted, self-assessment checklist that all of your staff could take to understand what their own mind frames are and what might be their personal strengths and barriers.
I have been challenging Christian schools to see all students as image-bearers of God – in this distinctively Christian worldview there is no room for giving up on kids or not appreciating the gifts that each student brings into the classroom. While it is easy to give lip service to this concept, what I appreciate about this book is that Hattie has challenged us to go a step further by examining our mind frames and linking those mind frames back to the research. If we are serious about offering our professional work back to God as worship, we must be reading books like John Hattie’s – books that show us the truth about what we know so far about student learning via research and also show us bridges to offer our very best work back as worship and praise to God.