Visible learning : the effectiveness of primary teachers in Maltese classrooms

Abstract

This study explores the effectiveness of primary teachers in Maltese classrooms. It focuses on the diverse teaching and learning strategies that Maltese teachers utilise in their classroom and their effectiveness, compared specifically to the works of John Hattie (2009, 2012) and other additional literature. It incorporates an account of visible learning and the ways towards it. The teachers’ attitudes and beliefs against teaching and pupils’ learning was also investigated, together with the climate of the classroom. The qualitative methodology was used to carry out this study through observation sessions in primary state schools and interviews with primary teachers, teaching children who are in their early years and others who teach the primary junior years. The main findings signify that learning should be made visible to students through the use of clearly stated learning objectives and success criteria. This allows for greater feedback provision and collection, which grants space for adequate assessment and consequently modifications to lesson plans according to the pupils’ needs. In order for all of this to work successfully, teachers need to build a positive relationship with their students and hold relevantly high expectations for their learning even through creating a positive climate in their classrooms.