TEACH Journal of Christian Education

Volume 6 | Issue 1 Article 15

January 2012

Visible Learning for Teachers: Maximising Impact

on Learning
Cedric Greive
Avondale College, [email protected]

Follow this and additional works at: htps://research.avondale.edu.au/teach

Part of the Education Commons

Recommended Citation
Greive, Cedric (2012) "Visible Learning for Teachers: Maximising Impact on Learning," TEACH Journal of Christian Education: Vol. 6
: Iss. 1 , Article 15.
Available at: htps://research.avondale.edu.au/teach/vol6/iss1/15

his Relections, Impressions & Experiences is brought to you for free and open access by ResearchOnline@Avondale. It has been accepted for
inclusion in TEACH Journal of Christian Education by an authorized editor of ResearchOnline@Avondale. For more information, please contact
[email protected].
 Reflections, Impressions & Experiences

BOOK REVIEWS

out, together with the Pope, in a world “day of

Where has Oprah taken us? prayer”.
Stephen Mansield (2011). Nashville, TE: Thomas Oprah’s grandmother—and later her father—
Nelson. shaped her Christianity in the absence of her
wayward mother. With plenty of ‘sass’ from a
young age and gifted with a range of skills and
talents, this intelligent young woman picked up
Michele Robertson
a job in radio, then television and ‘in next to no

Recruitment Oficer for QANTAS; retiree

Former missionary in Papua New Guinea; time’ had her own chat show. The rest is history.
A great divide, however, occurred in her life.
Listening to a sermon one Sunday, she discarded
the Christianity of her father, because of a very
Where has Oprah taken us? by Stephen petty reason.
Mansield is a book which is important For the irst ten years of the Oprah Show,
to Christians living in a New Age world. she was known as the Queen of Sleaze. She
New York Times best-selling author, knew that sex and violence appealed to the
Stephen Mansield, traces the life of Oprah masses and no subject was sacred. A revolt by
Winfrey from her troubled childhood to her thinking Americans and criticism from inluential
metaphoric rise in talkback television and newspapers and universities made her decide
her subsequent New Age belief systems to change her ways. Out of the seediness of her
which she promotes to her audiences of programs grew the thought that she could do
over 700 million viewers. He has drawn on better and that she should delve into spirituality
other authors for her biographical sketch instead, and seek to lift people up. Her friends
but his important contribution is to deine told her she was an “anointed one” and an
why the Baby Boomers fell for the New “apostle of truth” and with this encouragement,
Age faith, when Christianity failed to meet she and her chosen gurus, started on a mission
their spiritual needs. This book will give the to re-arrange the ‘souls’ of every member of her
reader a greater understanding of Eastern vast audience.
religions and how their teachings have been Stephen Mansield raises questions such
redeined by Oprah’s charismatic gurus as: Is it possible that the Oprah fame factor
to mean something that they were never could entrench ideas in the souls of Americans
intended to mean and then—combined with that would otherwise never be taken seriously?
various strategies from the human potential Could a blend of religious faiths gain sway
movement—to produce a ‘designer religion’. simply because Oprah proclaimed it and not
because it gave any evidence of truth? Could she
Christian fundamentals, too, are reworked reshape the nature of religion in the entire world
and reshaped to give them a New Age lavour. by creating a new faith out of the personally
Guru Zukav claims that history has been meaningful elements of many faiths? Does fame
unkind to Lucifer, a being who has been terribly trump truth?
misunderstood. He is, in fact, the “enlightener”, Mansield makes the point that Oprah, as a
who brings the knowledge necessary to free wonderfully gifted human being, should have
man to become like God. Marion Williamson, been grateful for the many blessings that a loving
a Jewish atheist, wrote a 1,200 page verbal God gave her and she should have received
download, completely reversing everything that these gifts with gratitude and humility. She
Jesus ever taught, and then promoted it on should have searched for what was eternally
the Oprah Show. Another guru advocated that true, rather than creating a hybrid faith—a
spiritual partnerships should replace marriage— second hand spirituality taken from the lives of
when the relationship was no longer evolving, others, a faith determined by limited minds and
it should be discarded. Oprah aspires to lead ‘screwed up’ emotions.

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In exposing Oprah’s beliefs and frailties, Illustrator Bowdidge’s colourful real life
Mansield does it with grace, respect and gentle photography—with its quirky juxtapositions—
reasoning. This is a book that I found hard to adds humour and intrigue to Joe’s journey.
put down. The New Age movement is alive and Throughout the book the author and illustrator
well in my own family and it gave me necessary intentionally invite the reader to go on their
insight and understanding into a faith system that own neighbourhood journey, and open their
appeals to many who are educated, inancially eyes and senses to discover the science that is
comfortable and who are desperate to ind actually around them. By so doing they develop
meaningful spirituality without too many strings dispositions to learn. Howitt’s text, together
attached. If the goal is a one-world religion, with Bowdidge’s photography, has achieved the
then Oprah Winfrey, as a media personality, is stated objective of “assisting children to ask more
certainly advancing its dubious cause; which questions… to discover and explore more about
is why I recommend that every Christian their amazing world” (Howitt, 2012).
discerningly read this book. TEACH The author invites teachers and parents to use
the book as a provocation for research, in such a
way that children will develop a love of learning and
an appreciation for God’s creation. Hopefully this
Science is everywhere awareness will also foster an interest in sustaining
Howitt, C. (2010). Perth, WA: Author. and maintaining their world. The practical parent
notes at the end of the book scaffold discoveries
and conversations that will strengthen children’s
development and learning in maths, literacy and
Sandra Ludlow
visual arts, as well as the sciences.
Early Childhood Course Convener, Faculty of For the classroom teacher the book’s
Education and Science, Avondale College of potential as an initial provocation to research
Higher Education cannot be overstated. It has manifold possibilities
as a provocation for emergent and negotiated
This book integrated projects, at both the preschool and
demystiies infant school level. Teachers and children could
and answers explore their own environments armed with
Joe’s question collection bags, clipboards, and digital and video
‘Where do you cameras. The possibilities are endless and are
ind science?’ only limited by one’s imagination. Revisiting these
Young Joe walks, through the 100 languages of children will
and his Mum broaden and deepen the child’s meaning making.
wander their Rarely does one ind in one short book such an
neighbourhood open ended resource!
and manage When viewed through the lens of the Early
to discover Years Learning Framework for Australia, (2009),
that science the book fosters in children a / an:
is in fact • Strong sense of belonging to their world
everywhere! • Sense of respect for their environment
(Outcome 2)
Written for 3–7yr olds, Howitt’s writing style • Sense of becoming that emerges through a
instantly connects the intended audience developing sense of self-conidence in their
with Joe’s quest, inviting them to go on Joe’s ability to: Think, hypothesis test, explore
journey with him; to posit their own suggestions, and experiment (Outcome 4)
wonderings, discoveries and answers, as they • Ability to transfer and adapt learning from
identify with Joe’s neighbourhood. one context to another, (Outcome 4)

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 Reflections, Impressions & Experiences

• Ability to make meaning from text and • a professional frame of mind;

express their ideas, (Outcome 5) • the ability to assess learning both formally
• Ability to use information technology to and informally and provide a constant low
represent ideas and thinking (Outcome 5) of feedback;
In an age when children are spending less • the ability to plan with both students and
time outdoors connecting with the environment, curriculum in mind;
when fewer school leavers are choosing to study • an adaptive expertise in the classroom;
science at tertiary level, this book is an intriguing • a team approach to student-learning.
invitation to young children to get out and Teachers with a professional frame of mind
experience the wonders of science through all desire and strive to have their students learn.
of their senses. Science is everywhere is a must They are conident in their existing knowledge
have for all early childhood teachers’ professional and skills and they believe that they can
libraries. TEACH encourage optimal learning in their students.
Teachers with a professional frame of mind
see dificult situations as challenges and they
Visible learning for teachers: get satisfaction from resolving them. They
Maximising impact on learning remain buoyant and positive and communicate
enjoyment, enthusiasm, optimism and warmth
Hattie, J. (2012). London: Routledge.
in relation to the teaching-learning process.
They also continually seek information about
the learning process and employ both formal
Cedric Greive assessment procedures and informal questioning
Senior Lecturer, Faculty of Education and and observation. Moreover, they are not locked
into any given instructional paradigm but remain
lexible and seek the most effective means of
Science, Avondale College of Higher Education

promoting learning in the given situation. Finally,

John Hattie’s research is powering the teachers possessing a professional frame of
current focus on the quality of teaching mind are not just willing, but eager to exchange
in Australia. His previous book (Visible ideas and resources with other professionals.
learning) used a statistical measure (effect Professional teachers need to know the
size) to compare the learning outcomes of current state of learning at any point in the
all factors claimed by research to have an learning journey of their students. This means that
impact on student learning. they use a range of assessment techniques that
include informal continuous (rapid assessment),
His new book, Visible learning for teachers: formal formative and formal summative methods.
Maximising impact on learning, focuses on Hattie suggests that feedback should target
teaching practices that have maximum impact four levels of activity: Task mechanics; task
on learning. Hattie uses the word ‘practice’ very processes; self-regulation; and metacognitive /
deliberately, for the term ‘teaching practice’ conceptual / predictive understanding. The informal
embodies the skills of a professional practitioner. continuous assessments involve questioning
In his view, a professional teaching practitioner and observation. Brief notes can be jotted down
is much more than a person who simply earns in an annotated roll or similar document. In this
a living as a teacher. A professional teaching way, the professional teacher learns the quirks
practitioner is a person who uses every of individual students—they become real people,
opportunity to develop the knowledge and skills are known and liked and can be provided with
that characterise teaching expertise. speciic experience and / or assistance. Informal
Hattie argues that ive elements are essential continuous assessments allow the teacher to
in the professional approach to teaching. These provide ongoing (rapid) formative feedback that
include: encourages and motivates students.

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Formal assessments involve speciic tasks activity be overtly metacognitive and skills-
that are assigned and considered (assessed) based. The plan for each lesson should be
by the teacher. Formative assessments permit documented in a way that is lean but suficient.
adjustments to be made to a planned sequence In Hattie’s view, each lesson conducted
of lessons so that they can be altered to better by a professional teacher is a real-time luid
suit the immediate needs of students. Summative interaction between students and teacher and
assessments provide teachers with the means the nature of that interaction may not be fully
of evaluating the overall effect of the lesson predicted ahead of time. He uses the term
sequence. Feedback from all assessment ‘low of the lesson’ to indicate the potential
activities should be timely, appropriate and mercurial turns that lessons can take. The
encouraging. It should also be pointed and professional teacher learns to ‘read’ student-
focused on student activity. Feedback should responses and adjusts the pace of the lesson
indicate what is working, what is not working and even the direction of the lesson accordingly.
and why. It should encourage persistence, with The aim is the promotion of learning, not the
potentially successful activity. completion of some arbitrary task. Questioning
The book’s author argues that a professional and observation permit the teacher to provide
teacher should see planning as a team process formative feedback that encourages students
and the team should discuss teaching activities to persist with the learning task. The ability to
in reference to an overall structure. Even so, he adapt on the run, while simultaneously managing
argues that individual classes should have a a range of competing lesson elements, is
point of reference, a direction and a selection of the indication of teaching expertise. The
strategic instructional processes. The point of professional teacher remains fully aware of
reference revolves around the students: Their these adjustments and alterations and can
current state of knowledge (their preconceptions) defend them.
and skills and those personal attributes that Finally, Hattie contends that teaching is
impinge upon learning. These attributes include an odd blend of individual and team activity.
students’ interests and motives in relation to The team needs to agree on details of broad
learning, their conidence and their ability to structure, direction and learning outcomes.
persist. Direction is provided by a detailed Communication within the team and between
knowledge of the curriculum structure, blended team members needs to be regular, free,
with an intimate knowledge of the subject conident and open. This is sometimes dificult
matter. Professional teachers’ knowledge and for some teachers; for they tend to treat their
experience allows them to select a sequence of own classroom as a castle and events that
appropriate learning activities and tailor these to occur within, belong within. However, if student
the students’ needs (in Hattie’s terms, instruction learning is to be the predominant aim, then open
is ‘differentiated’). communication needs to be established and
Tailoring means adjusting the tasks so each teacher must be encouraged to develop
that they lie in the ‘Goldilocks’ zone of optimal expertise. On the other hand, professional
challenge for each student (Vygotsky’s zone of teaching also requires individual effort, individual
proximal development). In order to achieve this, preparation and individual documentation. Yes,
teachers need to work with ‘lexible groupings’ documentation! The sub-theme of the book
of students. Placing learning activities in the presents teaching as a profession. Professionals
‘zone’ also increases the likelihood that both keep records of their activities and can account
surface and deep (conceptual) learning will for their decisions and actions.
simultaneously occur. To Hattie, planning is more The book is directed toward the professional
than an arrangement of a sequence of activities. or aspiring professional teacher and suggests
Each lesson has its own learning outcome, rather than preaches. It does however include
introduction, lesson low and conclusion. Hattie practical applications that can expand a teacher’s
advocates that each approach to a learning repertoire. TEACH

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