Hattie Strategies MMTS

“Those teachers who are students of their own impact are the teachers who are the most influential in raising students’ achievement.”

John A.C. Hattie, Visible Learning for Teachers: Maximizing Impact on Learning

Ready to Get Started?

Explore the Hattie Strategies via the resources shared, reflecting on what you’ve learned and writing down what it made you think.




What Did You Learn or What Did This Make You Think?


Collective Teacher Efficacy

This one strategy, with an effect size of 1.57, has such a powerful impact that it can outweigh the negative effects of low socioeconomic status. Collective teacher efficacy is the collective belief of the school staff in their ability to positively affect students.

Text: Building Collective Efficacy

Video: What is Collective Teacher Efficacy?

Blog: Research-based Practices Part 5


Self-Reported Grades/Student Expectations

This strategy has an effect size of 1.33, more than four times the average growth of a year’s learning. Students must own their learning, set their own goals, monitor their own achievement, and reflect upon their individual process of learning. The strategy then “involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations.”

Text: Three Tips


Blog: Research-based Practices Part 5


Cognitive Task Analysis

This strategy has an effect size of 1.29. The cognitive task analysis method analyzes and represents the cognitive activities that users utilize to perform tasks that require decision-making, problem-solving, memory, attention, and judgement.


Video: Intro to Cognitive Task Analysis (16 mins)

Blog: Research-based Practices Part 5


Response to Intervention

RTI has an effect size of 1.29. In RTI, the teacher screens students, decides on a supporting intervention, uses research-based strategies, monitors and adjusts the progress and strategies being used.

Text: John Hattie’s Top Ten Visible Learning Takeaways #3

Video: RTI: A Tiered Approach to Instructing All Students

Blog: Research-based Practices Part 4


Jigsaw Method

The jigsaw method, when taught to students and then used regularly, had an effect size of 1.20.

Text: The Jigsaw Classroom

Video: The Jigsaw Method

Blog: Research-based Practices Part 4


Conceptual Change Programs

With an effect size of 0.99, conceptual change programs can have a significant impact on learning. Such a program has to do with the misinformation that students may have and how you can correct misconceptions.

Text: Teaching for Conceptual Change


Blog: Research-based Practices Part 3


Teacher Credibility

Teacher credibility has an effect size of 0.90, or more than double what is needed. Hattie defines credibility as the teacher being highly organized when teaching, having a powerful speaking style, and removing barriers between himself and the student.

Text: Boosting Your Teacher Credibility

Video: Show & Tell: Boosting Your Teacher Credibility

Blog: Research-based Practices Part 3


Micro-Teaching/ Video Review of Lessons

With an effect size of 0.88, this strategy again packs a punch. What is important to realize about it from the start is that, unlike strategy number 9, this one is all about the teacher.

He/She is video recorded presenting a mini-lesson. The lesson is then reviewed by the teacher and/or a coach or supervisor in order to improve the teaching and learning experience.

Text: John Hattie on Micro-Teaching


Blog: Research-based Practices Part 2


Classroom Discussion:
Classroom discussion has an effect size of 0.82, which is more than twice what we need to know that a specific strategy will make a difference in learning.

Text: Facilitating Discussion

Video: How to Have a Good Classroom Discussion (6 mins)

Blog: Research-based Practices Part 2


Reciprocal Teaching
With an effect size of .74, reciprocal teaching, a.k.a. “Fab Four,” offers a powerful 4 strategy punch, turning students into teachers. The Fab Four consists of Predicting, Clarifying, Questioning, and Summarizing.

Text: How I Implemented Reciprocal Teaching

Video: Using Reciprocal Teaching (8 mins)

Blog: Reciprocal Teaching

2019 TCEA.org’s Miguel Guhlin (mguhlin@tcea.org) Creative Commons Copyright ShareAlike-Attribution