John Hattie
John Hattie (b. 1950)
Key Contribution / Core Idea
Synthesised over 1,400 meta-analyses to determine what teaching strategies have the biggest impact on learning.
Background / Context
New Zealand education researcher. His 2008 book Visible Learning quantified effect sizes for various classroom interventions.
Main Theories / Methods
Emphasises evidence-based teaching.
Highlights strategies with high effect sizes: feedback, teacher clarity, formative assessment, direct instruction.
Encourages visible learning: making learning progress transparent to students.
Relevance to Modern KS3/4 Teaching
Provides practical guidance for Maths and Science teachers.
Influences lesson planning, assessment, and differentiation.
Helps prioritise techniques likely to improve exam results.
How His Ideas Link to Others
Supports Rosenshine, Wiliam, and Sweller: uses evidence to validate practical teaching strategies.
Challenges untested fads (e.g., multiple intelligences, pure discovery learning).
Strengths and Appeal
Strong empirical basis; widely respected.
Provides clear prioritisation of strategies that work.
Criticisms and Limitations
Some critics argue meta-analyses mask context-specific effects.
Can be misused as a “recipe book” rather than guiding professional judgement.
Legacy / Lasting Influence
Visible Learning is hugely influential in teacher training worldwide.
Encourages data-driven, reflective teaching.
Further Reading
Hattie, Visible Learning (2008).