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Developing Capable Visible Learners

According to John Hattie, a visible learner “exhibits the self-regulatory attributes that seem most desirable for learners (self-monitoring, self-assessing, self-teaching).” Hattie’s extensive research identified the most effective teaching and learning strategies. A significant aspect of the Visible Learning initiative has been to change the narrative from a focus on teaching to a focus on learning. Teaching, Hattie emphasizes, must always be considered in terms of its impact on student learning.

Visible Learning consists of several efforts. It is a research database, a school improvement initiative, as well as a focus on what works best to impact learning. John Hattie was able to determine that .40 indicated a year’s growth in learning. Therefore, those influences, actions, and strategies that exhibit an effect size greater than .40 were considered more powerful (generally speaking) and were often more effective. For example, feedback has an effect size of .73; it is reasonable to focus on quality and timing of feedback since it is deemed so powerful.

Participants will learn the most effective types of assessment, the tools that students can use to support their own learning, the concept of errors as opportunities, learning strategies that empower student progress, motivational strategies to fuel student growth, and metacognitive strategies to create self-assessing learners.


Carlow University ED 696 • Madonna University EDU 5830.52

The required text for this course is Developing Assessment-Capable Visible Learners Grades K-12 by Nancy Frey, John Hattie, and Douglas Fisher.

ISBN 978-1506389981


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 2/13/24 - 5/14/24
  • 4/9/24 - 7/9/24
  • 6/11/24 - 9/10/24
  • 8/13/24 - 11/12/24
  • 10/8/24 - 1/14/25
  • 12/10/24 - 3/11/25


  • Introduction
  • Expectations
  • Course sessions, resources, and requirements

Module One: The Foundation for Visible Learning

  • What is Visible Learning?
  • Characteristics of Visible Learners
  • Assignments

Module Two: Assessment-Capable Visible Learners

  • Learning- What does it mean?
  • Categories of Learning Strategies
  • Characteristics of Assessment-Capable Visible Learners
  • High-Yield Influences
  • Grades
  • Student Expectations
  • Goal Setting
  • Assignments

Module Three: Current Level of Understanding

  • Teacher Credibility
  • Recognizing When You Don’t Know Something
  • Metacognition
  • Assessing Before Instruction
  • Anchoring
  • Assignments

Module Four: Understanding Learning Intentions and Having Confidence to Achieve

  • Learning Intentions and Success
  • Criteria Relevance
  • Teacher Clarity
  • Clear Explanations and Guided Instruction
  • Attention in Learning
  • Motivation in Learning
  • Self-Efficacy and Self-Regulation
  • Assignments

Module Five: Tools to Guide Learning

  • Learning How to Learn
  • The Effects of Practice
  • Teaching Students How to Practice, Study and Learn
  • Problem-Solving
  • Creating Opportunities to Apply Strategies
  • Assignments

Module Six: Seeking Feedback and Recognizing that Errors Are Opportunities to Learn

  • Feedback-Valuable to Learning
  • A Model of Feedback
  • Creating Feedback Opportunities
  • Soliciting Feedback
  • Seeing Errors as Opportunities
  • Assignments

Module Seven: Monitoring Progress and Adjusting Learning

  • Reflective Self-Questioning
  • Collaboration to Foster Self-Questioning
  • Reflecting on Goals
  • Planning and Organizing to Adjust Learning
  • Assignments

Module Eight: Recognizing Learning and Teaching Others

  • Formative Evaluations
  • Interpreting Data
  • Student-Led Assessments
  • Using Formative and Summative Assessments Effectively
  • Competency-based Grading
  • Peer Learning
  • Student Think-Alouds
  • Reciprocal Teaching
  • Assignments

Module Nine: Mind frames of Schools with Assessment-Capable Learners

  • Assessment Capable Schools with Adaptive Learning
  • Experts
  • Using Strategic and Flexible Grouping
  • Mind frames of Assessment Capable Schools
  • Assignments

Module Ten: Fostering Assessment-Capable Learners

  • Self-Assessment
  • School Assessment
  • Mind frames Assessment
  • Final Project
Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.