Visible Learning - Ensuring your child's academic success
Australian International School Malaysia has embarked on a learning journey to become an accredited ‘Visible Learning School’, making us unique in Kuala Lumpur, Malaysia. ‘Visible Learning’ is an evidence based approach to teaching and learning that is informed by the research conducted by Professor John Hattie from University of Melbourne. Teachers focus their efforts on those influences that Hattie’s research proves provides each child with the greatest opportunity to improve their academic achievement beyond that which would occur in most schools.
English as an Additional Language (EAL) class students demonstrate their understanding of a lesson through the Visible Learning approach in the video above.
What is Visible Learning?
Through his extensive and ground-breaking research, Professor John Hattie has collected, compared and analysed the findings of over 50,000 studies and educational reports that focuses on student achievement. He used a meta-analysis approach to analyse these studies, which involved over 80,000,000 students.
In his 2009 publication, “Visible Learning: A synthesis of over 800 meta-analyses relating to achievement”, he identified 138 influences on student achievement. His ongoing research has seen this number grow to 200 individual influences. Professor Hattie uses an effect size scale to rank each of these individual influences, clearly identifying those behaviours, dispositions and actions of teachers and students that have the greatest effect on student achievement.
Visible Learning at Australian International School Malaysia
Teachers at AISM are committed to developing Assessment Capable Visible Learners who understand each lesson’s learning intention and are able to use clearly articulated success criteria to improve their work. They use diagnostic, formative and summative assessment data to inform teaching and to analyse the effect teaching is having on student achievement. Timely, effective and supportive feedback is key to assisting students to further develop as learners, and students are encouraged to both seek feedback to improve the standard of their work, and to provide feedback to teachers on their learning needs.
What we know matters most for student achievement (click here)