Notes and Rules for Active and Public Transport.Notes and Rules for Drop and Go Passenger Loading Zones.Participation Policy for School Families.

Extra-Curricular and Co-Curricular Activities.

After School Activities at St Catherine's.

They argue that when these strategies follow surface learning and consolidation, they can become powerful deep learning and/or transfer learning strategies (with signs that the effect sizes would be higher if that were the case). Further, they argue that some strategies whose effect size is below 0.4 in the core research may actually be much more effective when used in a different sequence or stage of learning. They make this case, for example, for inquiry-based learning (0.4 overall) and learning simulations (0.33). Where we are in the stage of what students are learning should determine what approaches we use, Hattie and co-authors Fisher and Frey argue. Instead, some strategies are most helpful with some lesson learning goals. HOWEVER, the Big Idea in the Visible Learning books is that it is NOT as simple as looking at the list and learning the top 10 effect size strategies and just using those over and over (probably not a surprise to you at all). If you want to learn more about how Hattie calculates his effect sizes, check this page or come down to the office to check out one of Hattie's books (we have them all available for check out) - each of them explains this background. Anything at or above 0.4 is considered to be the 'Zone of Desired Effects.' Hattie argues that it makes sense for teachers and schools to focus their energy on improving skills with these approaches. WHAT THE EFFECT SIZE NUMBERS MEAN FOR THE STRATEGIES BELOW: In Hattie's Visible Learning compendium of meta-analyses, the larger the effect size, the more effective the approach.

In the applied-to-the-classroom books by John Hattie, Douglas Fisher and Nancy Frey (pictured to the left), these three categories are: Surface, Depth, and Transfer, and it should be pointed out that in Hattie & Donoghue's conceptual model of these categories, surface learning and deep learning are split into surface acquisition and surface consolidation, as well as deep acquisition and deep consolidation. WHOSE RESEARCH? The research data is organized by effect sizes, based on the work of John Hattie for his series of books titled Visible Learning. WHAT YOU'RE LOOKING AT (below): This page is split into three columns, organizing effective teaching and learning strategies into 3 categories, based upon the purpose for the lesson in which you are using them.

Visible Learning by John Hattie