Inquiry-based teaching ranks a little higher (0.31), but still below the hinge point. Problem-based learning winds up near the bottom of teaching effects (0.15). Part of the challenge is that he doesn't focus specifically on PBL, and certainly not on PBL that is designed with an emphasis on high-quality teaching and learning. A Need to Know More About PBLīut when it comes to evaluating the effectiveness of project-based learning (PBL), Hattie has me scratching my head. The hinge point "is close to the average effect that we can expect from a year's schooling." Or, as he puts it, a year's growth for a year's effort. He has identified a "hinge point" of 0.40 to identify actions "that could be considered 'working' in terms of making a visible difference in student learning," as he explains in Visible Learning for Teachers. Teaching quality could improve dramatically, it follows, if teachers would favor interventions that produce at least average gains.
Good teachers make a habit of applying those strategies that produce the greatest effect size. That comparison is critical, he argues, because virtually everything teachers do affects student learning. Hattie's findings are based on a comparison of effect size. Teacher talk? OK for introducing new information but a poor route to deeper learning. To paraphrase Hattie's responses: Homework? Hardly worth the time.
Indeed, a BBC interviewer recently compared his research to the holy grail of education and asked him for a thumbs-up or thumbs-down about common classroom practices. Hattie's work promises to demystify what works in education.
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