“Meta-analysis is but a method--very worthwhile but the hard work is interpreting…In Visible Learning I have commentaries on these methods so will refer you there--I read them all, pour over them to make meaning… and this is the hard work. You are right, sometimes there are definitional issues, sometimes not well interpreted in the original meta-analysis. The bottom line for me, is that too often a) the advocates for these methods are messiahs and miss the expertise needed to implement, b) but more important these methods shine when the learning is deep (relate and extend) but too often introduced before the students have the necessary knowledge to problem solve etc. For example, Problem-Based Learning (PBL) for surface is close to zero, for deep 0.54” (John Hattie, personal communication, March 19, 2018).
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?