Visible Learning: A teacher's guide

What is Visible Learning?

Visible Learning is an evidence-based approach to teaching developed by education researcher John Hattie. At its core, the idea is simple: learning should be visible—not just to teachers, but to students themselves. This means students must know what they are learning, how to go about learning it, and how to measure their progress along the way. Hattie’s work shifts the focus from simply delivering content to evaluating the impact of teaching on student achievement.

Based on a meta-analysis of millions of students and thousands of studies, Hattie introduced the concept of effect size—a way to identify which teaching strategies have the greatest impact on learning. His findings offer a clear message: great teaching is not just about planning activities, it’s about seeing learning through the eyes of students and helping them become their own teachers.

The Visible Learning model places strong emphasis on:

• Setting clear learning intentions and success criteria
• Using feedback and assessment to guide progress
• Encouraging learners to take ownership of their learning journey

Teachers are not just facilitators—they are activators of learning who monitor progress, adapt instruction, and make teaching decisions based on real-time evidence of what’s working.

Key Principles of Visible Learning:

• Clarity and Goal-Setting – Students must understand what they’re learning and why it matters.
• Feedback-Informed Practice – Teachers continuously adjust instruction based on assessment evidence.
• Student Ownership – Learners are active participants who reflect on and take responsibility for their progress.

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Visible Learning allocates an enhanced role for teachers as they begin to evaluate their teaching. According to John Hattie, visible learning and intelligent teaching take place when teachers begin to see learning from the eyes of students and guide them to become their teachers.

To measure the effect of visible learning, Hattie performed the statistical analysis on millions of students through 'effect size' and compared the experimental effect of many teaching strategies on student achievement, e.g. learning strategies, feedback, holidays and class size.

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Embracing the visible learning model of teaching

John Hattie used over 68,000 education research projects and 25 million students to research what makes the student learning the most successful. According to Hattie's meta-analyses chapter of Visible Learning, the greater the effect size, the more beneficial the approach. Whatever is at or greater than 0.4 is seen as the "Zone of Desired Effects." Hattie contends that school learning and teachers must focus their energy on enhancing skills with the help of these approaches. According to John Hattie, visible learners are the students who can:

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• Set learning goals;
• Express what they are learning;
• Describe the next steps in their learning;
• Know what to do when they are stuck;
• See mistakes as opportunities for additional learning;
• Take feedback.

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What makes a 'visible learning' teacher?

Visible learning is greatly dependent upon the visible teaching strategies i.e. actions and attitude of the teacher. To become a visible teacher, a teacher must be active, transparent, engaging and passionate in their own learning and teaching the students. Enhanced role for teachers involves teaching in the most visible and deliberate ways. John Hattie believes that the visible teachers possess the following eight important mind frames. Visible teachers:

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• continually gain professional learning and evaluate their own performance;
• consider themselves as 'change agents’; who is responsible for the change and improved learning process in the students;
• reflect upon how their practices may affect student learning outcomes;
• Regularly take feedback about themselves and their ways of teaching;
• Use assessments as tools for the development of students to learn about their teaching practices;
• challenge their students regularly and do not frequently use the expression ‘do your ;
• Ensure that their 80% of the class time is spent in classroom talk;
• Build rapport and trust in students so that the students would not hesitate to ask for help and feel free to take risks with their learning.

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The big idea behind visible learning

The visible learning research data is organized according to the effect sizes, based on John Hattie's work for his series of books titled Visible Learning. In John Hattie's research paper with Gregory Donoghue 'Learning Strategies: A Synthesis and Conceptual Model' one area they discussed was surface, deep and transfer learning. According to Hattie, 'when' and 'what' possess equal importance in the instruction which affects learning. Teaching strategies that support learners' surface-level learning are not equally effective for deep learning, and vice versa. Using the correct approach with the correct stage of learning is an important lesson to be learned. Below is the model of learning proposed by Hattie.

Surface Learning: Surface Learning is not the same as superficial learning. Surface Learning occurs when students are first exposed to strategies, skill matters and concepts. It is crucial because it offers a foundation for millions of students to think more deeply. Following are three ways to develop and scaffold surface learning:

• Use prior knowledge to improve learning
• Reading comprehension
• Integrating vocabulary techniques

Deep learning is the time when learners consolidate their knowledge and apply and broaden some surface learning understanding to boost deeper conceptual knowledge. This can be considered as an optimum point that frequently takes up more time of instruction but can be achieved only when deep learners have the essential understanding and deep thinking to go deeper. Some of the teaching tools for deep learning include:

• Metacognitive strategies
• Concept mapping
• Questioning and Discussion

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Transfer learning [is] the level at which learners take their consolidated understanding and abilities and apply their knowledge to a new context and different scenarios. It is also a period when learners can think metacognitively, reflecting on their knowledge and learning. Some examples of transfer learning are as follows:

• Extended writing
• Reading across documents
• Problem-solving teaching

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Importance of Success Criteria to Visible Learning

It is important to identify exactly which part of the traditional or virtual teaching worked well and led to visible student learning. To implement this in a classroom, students need to understand what they are learning, what is the purpose of learning, how to check their learning, and why it was important to have learned. For achieving these goals, teachers need to check various influences on the achievement of students using success criteria and learning intentions on an everyday basis. According to Hattie, student success criteria and learning intentions can improve student learning two to three folds, which greatly contribute to teacher clarity.

An area, which is mostly seen as a barrier to learning, but Hattie does not believe is 'class size.' According to Hattie’s research, class size had no major impact on learning. There were other interventions such as effective feedback, peer tutoring, time on task, and appropriate cues, all have a major impact on student learning. These can help teachers understand which positive factors they should consider including in their classroom environment.

Also, Hattie is a strong believer in student voice and student control on learning especially in terms of their feedback. Students' feedback whether it relates to what they find engaging and what they don’t find engaging, all have a positive impact on students' classroom learning.

These days, many reformers say that schools have been failed in empowering problem-based learning. But, Hattie thinks differently about the power of teachers. Evidence from Psychology suggests that school leaders, teachers and school-aged students should aspire to improve and Hattie provides ways to do that.

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How do you make classroom thinking visible?

This continues to be a central obstacle for classroom practitioners. The cognitive work that students engage in remains hidden inside their heads. If we are to advance student learning we need to have access to their thinking. At Structural Learning, our focus has always been on moving student thinking forward. In order to do this, we need to project children's thoughts into a space where we can see them.

Our block building pedagogy makes visible thinking a classroom habit. The blocks are used to organise information and make conceptual connections. Because the students are not struggling to remember lots of information, we are freeing up the working memory to engage in deep thinking. We have been developing various thinking routines that enable children to adopt the concept of thinking dispositions. The universal thinking framework has also led to the development of thinking in students.

This new taxonomy is enabling educators and students to think through complex tasks. The key idea is to have names and definitions for the types of deep thinking involved in the process of learning. This has led to significant school-wide achievement for many of our members.

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Final Thoughts on Visible Learning

While it’s encouraging when students enjoy a lesson or a teacher feels confident about its delivery, positive perception alone is not enough. The true measure of effective teaching lies in its impact on learning—and that impact should be clearly visible.

Visible Learning emphasises the importance of clarity, intentionality, and evidence in the classroom. Lessons should begin with well-defined learning goals, and students should understand not only what they are learning, but also how they will know when they’ve succeeded. Timely, specific feedback plays a critical role—helping students make meaningful progress by reflecting on their learning and refining their approach.

Crucially, Visible Learning is not a one-size-fits-all method. It sits within a broader landscape of evidence-informed practice. Approaches such as Rosenshine’s Principles of Instruction and models of explicit teaching also offer powerful strategies for improving outcomes. What unites these frameworks is a shared commitment to clarity, structure, and responsiveness.

Thanks to large-scale meta-analyses and the growing availability of educational data, schools are now better equipped than ever to make informed decisions about teaching. Impactful teaching isn’t just about delivery—it’s about ensuring learning happens.

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Further Reading on Visible Learning

While widely adopted, Visible Learning has also attracted critique regarding its methodology and interpretation. Below are five key studies evaluating the efficacy and impact of Visible Learning.

1. Has John Hattie Really Found the Holy Grail of Research on Teaching?
(Terhart, 2011)
This review praises Visible Learning's scope, based on over 50,000 studies, but warns that its interpretation of data and reliance on effect sizes can oversimplify complex educational processes. It supports Hattie’s emphasis on teacher impact but urges caution in applying the findings uncritically.
Summary: Hattie’s work is valuable and influential, but educators should avoid treating it as a one-size-fits-all solution.

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2. Blind Spots in Visible Learning: A Critique of John Hattie as an Educational Theorist
(Nielsen & Klitmøller, 2021)
This paper critiques Hattie's focus on isolated causal factors, arguing it ignores broader educational contexts such as human agency, motivation, and institutional dynamics. It calls for a more nuanced understanding of classroom complexity.
Summary: Hattie’s methodology is too narrow to fully capture the realities of teaching and learning in schools.

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3. A Critique of John Hattie’s Theory of Visible Learning
(Rømer, 2018)
Rømer argues that Hattie's model reduces education to technical processes, neglecting ethical, normative, and relational aspects. The paper challenges Hattie’s constructivist assumptions and calls for preserving the essence of pedagogy.
Summary: Visible Learning risks turning education into a mechanistic process, downplaying the human and moral aspects of teaching.

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4. Putting the Learner First: Connecting Visible Learning and Guided Inquiry
(Gordon, 2016)
This article highlights how Hattie’s insights can be used in conjunction with inquiry-based models, such as Guided Inquiry. It sees value in aligning practices like feedback and goal setting with student-centered approaches.
Summary: Visible Learning strategies can complement inquiry-based teaching when applied thoughtfully and contextually.

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5. Invisible Learnings? A Commentary on John Hattie’s Book
(Snook et al., 2009)
This commentary raises concerns about the interpretation and use of meta-analyses in education. While acknowledging the utility of Hattie’s database, it stresses that evidence must be interpreted carefully and contextually.
Summary: Hattie’s work offers useful insights, but the application of research findings in schools must remain critically informed.

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