When the original Visible Learning® was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing "teaching’s Holy Grail". Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world.

But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood – and at times misunderstood – and what future directions research should take.

Visible Learning: The Sequel reiterates the author’s desire to move beyond claiming what works to what works best by asking crucial questions such as: Why is the current grammar of schooling so embedded in so many classrooms, and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools?

Areas covered include:

  • The evidence base and reactions to Visible Learning
  • The Visible Learning model
  • The intentional alignment of learning and teaching strategies
  • The influence of home, students, teachers, classrooms, schools, learning, and curriculum on achievement
  • The impact of technology

Building upon the success of the original, this highly anticipated sequel expands Hattie’s model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer, or policy maker.

chapter Chapter 1|18 pages

The challenge

chapter Chapter 2|24 pages

Meta-analysis and criticisms of Visible Learning

chapter Chapter 3|16 pages

The model

chapter Chapter 4|18 pages

Implementing the intentional alignment VL model

chapter Chapter 5|48 pages


chapter Chapter 6|23 pages

The home and family

chapter Chapter 7|34 pages

School and society

chapter Chapter 8|31 pages

Classroom effects

chapter Chapter 9|34 pages

The teacher

chapter Chapter 10|60 pages

The curriculum

chapter Chapter 11|33 pages

Teaching with intent

chapter Chapter 12|17 pages

Learning strategies

chapter Chapter 13|35 pages

Teaching strategies

chapter Chapter 14|19 pages

Implementations using technologies

chapter Chapter 15|15 pages

Whole-school and out-of-school influences

chapter Chapter 16|15 pages