Applications of
effective teaching strategies
Hattie (2003) argues that teachers account for 30 per cent of the variance in student achievement.
SUNATA
Caitlin McCluskey Dean of Academics
43
This effect size is second only to the students themselves and is far greater than the home and school environment and peer influence. Hattie makes the distinction between the experienced and the expert teacher, noting that expert teachers are superior when monitoring the learning of their students, with this usually resulting in greater outcomes for said students (2003). Many of Hattie’s findings have been supported by multiple researchers and studies, including Floden and Meniketti (2005), Kennedy (2008), and Pashler et al. (2007a). Such findings have prompted researchers to investigate some of the ways that teachers in the classroom can implement more effective teaching and learning strategies to track student progress and develop student metacognition. As Agarwal and Roediger (2018) surmise, it is imperative to ‘get knowledge about effective learning strategies (ones shown to work in both lab experiments and classroom studies) into the hands of teachers’ (p. 9).
