John Hattie caught the attention of educators when he explored the questions: ‘What works in the classroom? What are the tried and true teaching methods that consistently produce results?’. You are probably familiar with John Hattie whose work in New Zealand and Australia resulted in ‘Visible Learning'. He conducted over 800 meta-analyses of 50,000 individual research studies that included 250 million students. From this work a database of successful educational practices continues to grow.
Hattie’s evidence-based approach applied these practices in his books, Visible Learning (2009) and Visible Learning for Teachers (2012). Hattie matched the instructional practices to three phases of learning: surface learning, deep understanding, and transfer of what is learned to new situations. A perfect example of research-to-practice! This article explores the links between Visible Learning, as well as mastery and competency-based learning principles, and Guided Inquiry to demonstrate how teacher-librarians can connect their evidence-based work with the best practices of classroom teachers.