10 Mindframes for Visible Learning: Teaching for Success

This new and updated edition of 10 Mindframes for Visible Learning revisits the ten behaviours or mindframes that teachers need to adopt in order to maximise student success. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. The ten mindframes include:

• thinking of and evaluating your impact on students’ learning
• the importance of assessment and feedback to inform teachers
• working collaboratively and the sense of community
• the notion that learning needs to be challenging and errors seen as opportunities to learn
• engaging in dialogue and the correct balance between talking and listening
• conveying the success criteria to learners
• building positive relationships

This new edition now uses the much larger meta-analysis dataset (over 2,100 meta-analyses rather than 900) and incorporates new research, particularly with reference to digital technologies, evaluative thinking, and the lessons learned from large-scale school implementation of visible learning. Furthermore, thanks to "Visible Learning +", this book includes concrete, scientifically accompanied processes. Specifically, this means updated data, expanded chapters to include factors that clarify the core message of the mindframes, and explanations of the concrete examples that are research-proven to be most effective.

This updated essential guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie’s mindframes to maximise student success.

Table of Contents

Preface: How we think about the impact of what we do is more important than what we do

Chapter 1: I am an evaluator of my impact on student learning

Chapter 2: I see assessment as informing my impact and next steps

Chapter 3: I collaborate with my peers and my students about my conceptions of progress and my impact

Chapter 4: I am a change agent and believe all students can improve

Chapter 5: I strive for challenge and not merely ‘doing my best’

Chapter 6: I give and help students understand feedback and I interpret and act on feedback given to me

Chapter 7: I engage as much in dialogue as monologue

Chapter 8: I explicitly inform students what successful impact looks like from the outset

Chapter 9: I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others

Chapter 10: I focus on the learning and the language of learning

Chapter 11: Visible Learning: a vision

"[The book] will provide evidence-based confirmation that what we know does matter, and does have an impact on our learners. So it should be in every staff room, communal teaching area, and on the reading lists for trainee teachers."
- Sally Reeve, inTuition (Society for Education and Training)