Where learning becomes visible: Teaching and learning processes

This chapter looks at the domain “Teaching” on the basis of the sub-domains “Teaching strategies”, “Implementation methods”, and “Learning strategies”. It discusses a selection of factors to extract the core messages for these domains. As in Visible Learning, the domain “Teaching” is the best-researched domain in terms of the number of meta-analyses. The chapter summarizes the sub-domain “Teaching strategies”, under which, for example, the factors “feedback”, “goals”, and “concept mapping”. The sub-domain “Teaching strategies” comprises all the factors teachers consider necessary to optimize teaching and learning processes. In addition, praise lacks information about how students can control and regulate their own learning. The chapter examines feedback at four levels: task, process, self-regulation, and self. The factor “goals” achieves an effect size of 0.59 in Visible Learning. More concrete instructional goals are needed to meet the specific requirements students should use to enable them to focus on explicit learning goals.