·  Visible learning also refers to making teaching visible to the students. 

·   The average effect size is 0.40. 

·  Average effect of 0.4 is the hinge-point.

· The 0.40 hinge-point is also important because it is close to the average effect that we can expect from a year’s schooling. 

·  d = 0.4 is what we can expect as growth per year on average and what we can expect from all interventions. 

·  Need to expect more from the younger grades (d > 0.60) than for the older grades (d > 0.30). 

·  A key premise is that the teacher’s view of his or her role is critical. 

·  The act of teaching requires deliberate interventions to ensure that there is cognitive change in the student. 

·   A student in a high-impact teacher’s classroom has almost a year’s advantage over his or her peers in a lower-effect teacher’s classroom. 

·  Expert teachers have high levels of knowledge and understanding of the subjects that they teach, can guide learning to desirable surface and deep outcomes, can successfully monitor learning and provide feedback that assists students to progress, can attend to the more attitudinal attributes of learning, and can provide defensible evidence of positive impacts of the teaching on student learning.

·  Traits of “expert” teachers:

1. Can identify the most important ways in which to represent the subject that they teach. 

2. Are proficient at creating an optimal classroom climate for learning.

3. Monitor learning and feedback. 

4. Believe that all students can reach the success criteria.

5. Influence surface and deep student outcomes.