Early in my teaching career, I thought that if I designed lessons well, students would naturally learn. But over time I noticed a strange pattern. Students crashed on exams for units I thought I had taught well. The problem was that learning was invisible to me.
John Hattie’s core argument in Visible Learning is simple: learning must be visible to the teacher, and students must also be able to see their own learning.
Hattie, J. (2009). Visible Learning. Routledge.
Making Learning Intentions and Success Criteria Visible
Learning Intentions
“Today we’re going to learn about plate tectonics” is not a learning intention. “By the end of today’s lesson, you should be able to explain the differences between convergent, divergent, and transform boundaries and give an example of each” — that’s a learning intention. At the start of every lesson I write the learning intention on the board, and at the end I ask: “Did we achieve this goal?”
Related: exercise for longevity
Success Criteria
Clarify “what does it look like to have achieved this?” When success criteria are clear, students can check for themselves: “Where am I right now?”
Making Learning Visible Through Formative Assessment
When I collect real-time responses via Mentimeter or Google Forms, I can instantly see the distribution of comprehension across the whole class. The key is using that data to actually adjust instruction.
See also: formative assessment
Making Your Own Learning Visible as a Teacher
After every unit I check three things: Where did formative assessment results fall below expectations? Are there recurring patterns of the same mistakes? What should I change about how I explain things? This uncomfortable reflection is where growth begins.
Visualizing Student Progress
Learning portfolios: Comparing early work to later work makes growth visible. The recognition of “I’ve gotten so much better than I was back then” builds self-efficacy.
Progress trackers: Create a list of learning goals and check them off as they’re achieved. It works on the same principle as a quest system in a game.
Visible Learning for Students with ADHD
Students with ADHD have weaker executive function for tracking their progress. I create individual progress cards for ADHD students. Seeing small successes accumulate visually is effective for maintaining motivation.
See also: executive function
Key Takeaways
Present clear learning intentions and success criteria. Use formative assessment to gauge real-time comprehension and adjust immediately. Make learning transparent through portfolios and progress trackers. Check the effectiveness of your own teaching with data.
References:
Hattie, J. (2009). Visible Learning. Routledge.
Hattie, J. (2012). Visible Learning for Teachers. Routledge.
Clarke, S. (2005). Formative Assessment in the Secondary Classroom. Hodder Murray.
Disclaimer: This article is for educational and informational purposes only. It is not a substitute for professional medical advice, diagnosis, or treatment. Always consult a qualified healthcare provider with any questions about a medical condition.
Your Next Steps
- Today: Pick one idea from this article and try it before bed tonight.
- This week: Track your results for 5 days — even a simple notes app works.
- Next 30 days: Review what worked, drop what didn’t, and build your personal system.
Last updated: 2026-03-16
About the Author
Written by the Rational Growth editorial team. Our health and psychology content is informed by peer-reviewed research, clinical guidelines, and real-world experience. We follow strict editorial standards and cite primary sources throughout.