Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Came fast. Exactly as promised

Un ouvrage de référence pour réfléchir à l'éducation et remettre en cause les idées toutes faites. Tout n'est pas transposable dans la réalité des systèmes éducatifs, mais les pistes sont intéressantes.

Es war an der Zeit, dass einmal deutlich gezeigt wurde: Niemand kann in den "Apparat Kind" ein paar Münzen in Form von Lernstoff hineinstecken, und dann muss zwingend "die gewünschte Ware" herauskommen. Man sollte das Buch wirklich lesen, anstatt sich auf aus dem Kontext gerissene und womöglich noch ideologisch instrumentalisierte Zitate in den Medien zu verlassen.

A book whose time has come.This is a detailed contribution to the educators library, on the important theme- what affects educational outcomes for our students. Given the size and detail, it is best suited to the educated professional, but is also accessible enough for the educated reader - though having little opportunity to affect any change may prove frustrating.The book is broken down into sections looking at the different influences on outcomes such as the influence from home, school reforms, principal, and teacher and teaching practices etc. Within these sections all the influences are assessed using a statistical comparison called 'effect size'. This aims to be a common scale on which to measure effectiveness- a nice speedometer type graphic is used to indicate the rating for each item.Think sending a child to an 'elite' child will turn them into a rhodes scholar?Think keeping a child down a grade if they are not progressing is a good idea?Think the lauded 'direct instruction' technique is chalk, talk and worksheets?Read on and see what the current evidence indicates- and it is not always what we want to hear.Noteably most influences are positive- but the aim of the work is to find out what has a significant influence so that efforts can be made on practices that are more effective. In contrast to one of the other reviewers - there are some questions that are not answered in this book - namely which interventions work best with which types of students? It is great to know what 'on average' is more effective, but this is qualified by the fact that each intervention varies in effectiveness in different studies. This variance should be a source of further study so that we can know which strategy to use and when it is most appropriate to use it.The other issue that is not acknowledged by some reviewers here is that the measure of success in this type of study is purely academic - did they learn more content or skills than at the beginning and in contrast to a control group. What it also does not tell us about are the other outcomes that are important too - were the students more engaged in their learning, did they become better learners, did they learn other (real world) skills that are useful, and did they learn to get along and work together better? These are all important outcomes that young people arguably need to learn to survive in a fast changing, modern world.The other qualifier I would need to add is that some areas- such as the effective use of technology are largely dependent on the skill of teachers to design instructional practices that are complimentary and sophisticated enough to be effective. Currently teacher capacity in this area is still emerging and so the results here I would have to conclude are tentative, or at least open for review. The more recent works of Robert Marzano have shown far more promise in this area- particularly for interactive white boards.As with all strategies, procedures or practices - no two practitioners, classrooms or school communities are alike and the research evidence presented by the late Graham Nuthall in "The Hidden Lives of Learners' indicated that a good educator continually modifies and adapts 'what works' at the chalkface every day. This would then be a qualifying consideration when analyzing the book. Hattie himself lists others including; the cost of the intervention, and from memory I think the complexity of implementation is also discussed. So don't use the work as a recipe book for state intervention in schools!Overall an extremely informative book - sorts the wheat from the chaff, but must be read critically and in concert with other books from authors such as Marzano and Nuthall.

It's the evidence, stupid. Somewhere near the end of this magnificent and vital book there is a quote relating to the practice of medicine through the ages. To paraphrase it refers to the development of medicine throughout most of recorded history as a bloody progression of trial and error (generally in that order and with those effects), where the opinions of influential thinkers tended to hold sway for milennia, and possibly the least scientific enterprise possible - for most of the last few thousand years, if you want to get better ... avoid a doctor! Only with the advent of evidence based medicine and clinical trials did the avowed aim of making people better start to be met.Only now is education starting to emerge from this pre-scientific dark age. Following the basic Athenian groundwork no-one seemed to think much about education for the next couple of thousand years until the start of the twentieth century. So the roll-call of education thinkers begins; from Vygotsky and Piaget to Gardner and beyond.But somewhere in the last few decades people started doing real, scientific, evidence-based research on what works in teaching and learning. Individually these studies may sometimes be limited and hard to work through, but taken collectively as a meta-analysis - as John Hattie has done here - certain trends become clear. Oh, and note that the title refers to achievement - that's what matters, not what makes teachers or government ministers happy.One of the clearest things to emerge from John's work (and also developed by the previous reviewer, the inestimable Geoff Petty Evidence-Based Teaching A Practical Approach Second Edition) is that almost anything you can do in front of a class beyond just breathing will have a positive effect on student education. Hence the ability of PD providers and publishers to provide endless anecdotal evidence, war stories and even data to prove that the latest scheme they're peddling really works! However, a teacher's time in the classroom is limited - so Hattie's work allows us to select the most effective strategies to spend our time with.To summarise- this book is essential to anyone who wishes to have a positive effect on student achievement: parents and policy-makers, teachers and administrators. BUY THIS BOOK! (and read it ...)