John Hattie is a prominent education researcher whose work has profoundly influenced how educators think about teaching and learning. His studies on the effectiveness of teaching methods and strategies offer valuable insights for teachers aiming to optimize instruction and foster meaningful learning experiences. Among his significant contributions are his perspectives on surface, deeper, and transfer learning and the roles of direct instruction and inquiry-based teaching in promoting these forms of learning.
Surface Learning
Hattie emphasizes that surface learning is the foundation upon which deeper learning is built. This phase involves the initial acquisition of basic knowledge and skills, often through repetition and memorization. While surface learning has sometimes been dismissed as superficial, Hattie underscores its importance as a critical stage in the learning process. Without a solid base of foundational knowledge, students may struggle to engage in higher-order thinking tasks.
“Surface learning does not mean superficial learning. Rather, surface learning is a time when students initially are exposed to concepts, skills, and strategies. Surface learning is critical because it provides a foundation on which to build as students are asked to think more deeply.” – Hattie, Fisher, and Frey (Visible Learning for Mathematics, 2017)
Deeper Learning
Deeper learning involves critical thinking, problem-solving, and the ability to connect new knowledge to prior understanding. Hattie advocates for inquiry-based teaching methods to facilitate this phase, as they encourage students to ask questions, explore concepts, and engage in meaningful discussions. However, inquiry teaching is most effective when paired with direct and explicit instruction, which provides the necessary foundational knowledge for deeper exploration.
“We define deep learning as a period when students consolidate their understanding and apply and extend some surface learning knowledge to support deeper conceptual understanding… This ‘sweet spot’ often requires more instructional time but can be achieved only when students have the requisite knowledge to go deeper.” – Hattie, Fisher, and Frey (Visible Learning for Mathematics, 2017)
Transfer Learning
Transfer learning represents the ability to apply knowledge and skills acquired in one context to new and varied situations—a crucial competency for success in the modern world. Hattie highlights the importance of explicitly teaching students how to transfer their learning rather than assuming they will do so naturally. Direct instruction plays a key role in this process, as it provides students with clear guidance on how to apply their knowledge and skills in different contexts.
“Transfer learning [is] the point at which students take their consolidated knowledge and skills and apply what they know to new scenarios and different contexts. It is also a time when students are able to think metacognitively, reflecting on their own learning and understanding.” – Hattie, Fisher, and Frey (Visible Learning for Mathematics, 2017)
Direct and Explicit Instruction
Direct and explicit instruction involves teachers clearly explaining concepts, modeling strategies, and providing immediate feedback. According to Hattie, this approach is particularly effective during the surface learning phase and for facilitating transfer learning. It ensures that students grasp essential concepts and skills, setting the stage for deeper learning and application.
Inquiry Teaching
Inquiry teaching, a more student-centered approach, encourages exploration, questioning, and discussion. While its effect size in some studies has been lower compared to direct instruction, Hattie notes that inquiry teaching can be a powerful tool for promoting deeper and transfer learning when paired with methods that build significant surface knowledge.
“However, when students have appropriate surface knowledge, problem-based learning has been shown to be very effective in consolidating and developing deeper understandings.” – Hattie (Visible Learning: The Sequel, 2023)
Integrating Teaching Methods
Effective teaching strategies often involve a blend of direct instruction and inquiry-based methods. For instance, project-based learning (PBL) incorporates both approaches, enabling students to acquire foundational knowledge while engaging in meaningful, real-world problem-solving. When implemented thoughtfully, PBL can support surface, deeper, and transfer learning, aligning with Hattie’s vision for robust instructional practices.
Conclusion
John Hattie’s extensive research provides a nuanced understanding of how students learn and the teaching strategies that support different phases of learning. Surface learning lays the groundwork, deeper learning develops critical thinking, and transfer learning ensures applicability in real-world contexts. By balancing direct instruction with inquiry-based methods, educators can create comprehensive learning experiences that prepare students for the complexities of the modern world.