Description
When the original Visible Learning® was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing "teaching’s Holy Grail". Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world.
But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood – and at times misunderstood – and what future directions research should take.
Visible Learning: The Sequel reiterates the author’s desire to move beyond claiming what works to what works best by asking crucial questions such as: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools?
Areas covered include:
- The evidence base and reactions to Visible Learning
- The Visible Learning model
- The intentional alignment of learning and teaching strategies
- The influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievement
- The impact of technology
Building upon the success of the original, this highly anticipated sequel expands Hattie’s model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker.
Table of Contents
Dedication
Acknowledgements
Chapter 1: The Challenge
Chapter 2: Meta-analysis and criticisms of Visible Learning
Chapter 3: The Model
Chapter 4: Implementing the Intentional Alignment VL Model
Chapter 5: Students
Chapter 6: The Home and Family
Chapter 7: School and Society
Chapter 8: Classroom effects
Chapter 9: The Teacher
Chapter 10: The Curriculum
Chapter 11: Teaching with Intent
Chapter 12: Learning Strategies
Chapter 13: Teaching Strategies
Chapter 14: Implementations using Technologies
Chapter 15: Whole-school and Out-of-school Influences
Chapter 16: Conclusions
Appendix A
Appendix B
References
