Routledge Education is delighted to announce that John Hattie, Deb Masters and Kate Birch, authors of Visible Learning into Action, are our October 2015 Authors of the Month.
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia. Deb Masters is a principal consultant at Cognition Education and the Global Director of Visible Learningplus. Kate Birch is an education consultant in the Visible Learningplus team at Cognition Education.
Their much anticipated new book, Visible Learning into Action, is published by Routledge this month.
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and chair of the Australian Institute for Teaching and School Leadership.
Deb Masters is a principal consultant at Cognition Education and the Global Director of Visible Learningplus. She has established the internationally-acclaimed Visible Learningplus school change model.
Kate Birch is an education consultant in the Visible Learningplus team at Cognition Education. She also works as an independent literacy consultant in schools.
Visible Learning into Action takes the next step in the evolving Visible Learning story. It translates one of the biggest and most critically acclaimed education research projects ever undertaken into case studies of actual success stories, implementing John Hattie’s ideas in the classrooms of schools all around the world.
The evidenced case studies presented in this book describe the Visible Learning journeys of fifteen schools from Australia, USA, Hong Kong, UK, Sweden, New Zealand and Norway and are representative of the VL international community of schools in their quest to ensure all of their students exceed their potential for academic success. Each school’s story will inform and inspire, bringing to life the discussions, actions and reflections from leaders, teachers, students and families.
This book features extensive, interactive appendices containing study guide questions to encourage critical thinking, annotated endnotes with recommendations for further reading and links to YouTube and relevant websites. Drawing on the latest research into the major principles and strategies of learning, this essential resource is structured into five parts:
Visible Learning into Action is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools.
What inspired you to get into the Education field?
John Hattie: The only way to leave my country town was to enrol to be a teacher – what a fortuitous decision that was. I loved seeing that you could have an impact, and there was a challenge in reaching out to all students. Then I pursued academia knowing that if it did not work out I could return to the love of the classroom.
Deb Masters: When I was offered entry to university my school didn’t believe me. I set out to prove that I could succeed although others doubted my ability. I am constantly amazed at how little belief learners have in themselves (and often many teachers share these low expectations) and I am passionate about helping educators to get the very best out of each and every learner.
Kate Birch: The teaching gene is in my family. I played “school” as a pre-schooler. I was determined to be a teacher. I always advocate for the underdog and work from a genuine belief that everyone can learn and that learning is lifelong.
How do you think your visible learning methodology has changed/evolved since the publication of Visible Learning in 2008?
John Hattie: The hardest part of Visible Learning was creating the story that underpinned the evidence.This story has not changed, indeed been reinforced since; although the data continues to evolve. The greatest change, reflected in this book, is seeing it in practice.
Deb Masters: While the research grows, the impact of the research is growing faster. The evolution has been the framework and processes that we have developed to support education systems, schools and teachers to use the Visible Learning research and to bring it alive for impactful learning.
Kate Birch: The publication of Visible Learning mainly validated what I believed was best practice, and gave me the research base to substantiate my work in schooling improvement in general and accelerating learning in my particular field of literacy. It has given me the courage to apply gentle pressure, relentlessly, to leaders and teachers in schools and in systems, to achieve better outcomes for all learners.
What excites and/or frustrates you most about the direction global education is taking?
John Hattie: The greatest frustration is why smart people do silly things in the name of improving education. The heart lies with the expertise in the schools and we need to esteem, privilege, and grow this expertise – there is probably no chance of doing this while we continue to believe the problem are the teachers!
Deb Masters: What I love most about the Visible Learning research is that it provides a framework for success. Even more exciting are the places where whole education systems are using the framework and can clearly see the impact it is having. The constant search for something new seems so pointless when success is something we already have and know.
Kate Birch: I am most excited by the global movement towards professional learning within networks and systems, where all educators are supported to be involved in an initiative such as Visible Learning. When everyone has shared aspirations and methodologies for change and all talk the same language of learning, then blue whales truly can change direction. This is what we are starting to see within our Collaborative Impact Programmes and our teachers and learners are thriving within a consistent educational environment across a region.
What one message would you like those setting education policy to hear and understand?
John Hattie: Provide the resources to allow those in schools to network, to focus on asking what “impact” means, to privilege growth as well as achievement, to maximise the number of students who want to keep coming to school, and to privilege expertise – while bringing all in the sector to be highly impactful.
Deb Masters: Make sure that across your system you are collaborating. Really collaborating and really working together. In so many systems we work in, the organisations have the very best intentions but policy and policymakers do not always talk to each other effectively to get their education ducks lined up. And the teachers and students are often suffering because of it.
Kate Birch: I believe the policy makers in any country or state genuinely have students’ best interests at heart. However, there are too many distractors, and the crucial element has always been, and always will be the quality of the teacher. They are our most valuable resource.
The Visible Learning story began in 2008 with the publication of Visible Learning - a unique and ground-breaking book which was the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students.
Visible Learning for Teachers followed in 2011 and took the next step to bring those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world.
In 2013 John Hattie joined forces with cognitive psychologist Greg Yates to write Visible Learning and the Science of How We Learn. This book builds on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.
John Hattie's much anticipated new book, Visible Learning into Action, takes the next step in the evolving Visible Learning story.
Recently at the Visible Learning Conference, Professor John Hattie stood up in his opening address and said, "I’m looking at you all and thinking ‘What if I got this wrong?’" I feel the same way when educators ask to visit and I always end up in the same place – that Keilor Views is a living,…
Paperback – 2015-10-22
On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the…
Paperback – 2013-09-27
The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?"…
Paperback – 2012-12-17
Educational Psychology Handbook
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.…
Paperback – 2011-12-13
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many…
Paperback – 2008-11-18
National and international speakers, including the world renowned Professor John Hattie are coming together to lead the Visible Learning World Conference 2016. The theme of the conference is Improving Schools through Visible Learning: Research, Practice and Impact.
Click here to find out more about the speakers, timetable and how to book your place now