Da synlig læring blev et stridsbegreb

WHEN VISBLE LEARNING BECAME A CONCEPT OF DISPUTE
John Hattie’s Visible Learning has become popular in the Danish primary and secondary school.
Conferences have taken place, books are written and translated and schools enter into development projects. As a teacher and adviser in this area, I am a part of the development myself. From
this position, I am able to ascertain that Visible Learning is a disputed concept. This is due to Hattie’s Visible Learning being closely related to the Danish concept of Learning-goal-orientated
Teaching. Many public school teachers simply find it hard to embrace the idea of Learning-goalorientated Teaching and thereby to be a part of Visible Learning – due to pedagogic reasons.
The problem simply is, that Learning-goal-oriented Teaching and Visible Learning share the same conceptual frame, but are not and do not want the same. If the teachers are to see the meaning
of Visible Learning, I find it necessary to deconstruct the interconnection and present Hattie’s own intentions behind the concept and thereupon show which practice Visible Learning demands and what we have to draw attention to when applying this in the Danish school practice.