![]() ![]() In a presentation at Learning and the Brain in San Francisco, Hattie noted that most studies measure academic achievement in very narrow ways, so while some strategies have high effect sizes for producing test results, they may not lead to sustained learning. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle. But Hattie - who is director of the Melbourne Educational Research Institute at the University of Melbourne - is the first to disavow this interpretation of his work. He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms. ![]() ![]() It could also be one reason John Hattie’s work and book, Visible Learning, appeals to so many educators. Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. ![]()
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