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WorksheetsVisible Learning Chapter 3
Total questions: 15
Worksheet time: 12mins
What is the central “mindframe” described in Chapter 3?
Students should take full responsibility for their learning
Teachers need to make their impact on student learning visible
Feedback is the only way to improve
Achievement is more important than progress
According to the chapter, which form of evaluation has one of the highest effect sizes in Visible Learning?
Summative assessment at the end of the year
Standardized testing
Formative evaluation during instruction
Peer assessment only
In Hattie & Zierer’s “progress to proficiency” model (discussed in Chapter 3), what is considered a more important indicator of success?
High absolute achievement regardless of starting point
High progress (growth), even if starting low
Passing external standardized tests only
Number of students in the top percentiles
Which of the following metaphors or phrases is used in this chapter to emphasize the role of teachers who evaluate their impact?
“Teachers are to DIE for” (Diagnosis, Intervention, Evaluation)
“Teachers are gardeners, not farmers”
“Learning is a journey, feedback is the road”
“Teaching is like architecture”
How does the executive function skill of working memory help in the phases of learning?
It stores long-term knowledge so students never need review.
The information is processed in their working memory.
It controls classroom behaviour by enforcing rules.
It only helps with physical coordination tasks.
The visible learning model looks like surface, transfer, deep.
(a)
False
Surface and deep learning consists of what two subphases?
visible learning and transfer level
consolidation and acquisition
transfer level and consolidation
What is collaborative learning?
grouping students in small groups
students working alone
parents assisting with learning
What order does learning move?
transfer, surface, deep
surface, transfer, deep
surface, deep, transfer
What is an example of transfer learning?
formal discussions
study skills
concept mapping
Which of the following is not an example of acquiring deep learning?
reciprocal teaching
elaboration and organization
strategy monitoring
During what subphase of surface and deep learning consists of students being introduced to information which is processed in their working memory?
(a)
Consolidation
Hattie argues that teacher clarity and feedback have some of the highest effect sizes on student achievement. If we know these practices are so effective, what barriers—at the classroom, school, or system level—might prevent teachers from consistently using them, and how could those barriers be addressed?
Time constraints and large class sizes make providing high-quality, individualized feedback difficult; address by reducing class sizes, scheduling regular feedback cycles, and using efficient feedback routines (e.g., focused rubrics, quick written comments, peer feedback structures).
Lack of teacher knowledge and skill in designing clear lessons and feedback; address by providing targeted professional learning, coaching, lesson-study teams, modelling of effective clarity/feedback strategies, and protected collaborative planning time.
School culture and accountability systems prioritizing coverage and test scores over formative practices, plus limited leadership support; address by realigning evaluation and improvement goals to value formative feedback and clarity, providing admin training, and celebrating evidence of formative practice.
All of the above.
Fill the blanks to complete the idea:
Learning begins at the (a) . Another way of thinking about surface learning is (b) —the foundational and introductory concepts and skills that students must initially master.
Match each example to it's phase of learning
Acquiring Surface Learning
Integrating prior knowledge
Consolidating Surface Learning
Rehearsal and memorization
Acquiring Deep Learning
Self-judgment and reflection
Consolidating Deep Learning
Classroom Discussion
Transfer Learning
Jigsaw
