💡 My "Hattie" Awakening

How I Built an Efficient, Engaging, and "No-Homework" Classroom Based on Visible Learning

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Efficient Engaging Math Classroom

I was in a meeting where a speaker cited Hattie's research on the low effect size of homework. My colleagues got defensive. I got... inspired. I'd already sensed this, running my class with minimal homework. As others dismissed the data, I dove in, and it transformed my teaching. This is the blueprint for how I use that research to build a more efficient, effective, and joyful classroom.

🚀 The Mission: A Better Way to Learn

🎯 Post Objective: To share my teaching philosophy, grounded in Hattie's Visible Learning and NCTM principles, and to provide a practical blueprint for creating a high-impact classroom.
📚 Key Hattie Strategies: Self-Reported Grades (d=1.44), Piagetian Programs (d=1.28), Clear Goals (d=0.56), and Feedback (d=0.66).
👻 The "Why": To prove that when you combine high-effect strategies, you can create an efficient classroom where deep learning occurs *during* class, eliminating the need for traditional homework.

🗺️ The Blueprint: My Core Strategies

✨ Pillar 1: A Clear Path & A Powerful "Why"

My first job is to be a motivator. I give students a "hype" to instill a 'why' and show them a clear finish line. This directly aligns with Hattie's research on **Clear Goals (d=0.56)**.

The "Steps to Success": Every unit starts with a clear path. Students know exactly what is expected of them and what they need to master.
SMART Goals: I have students set their own goals for each unit using our Goal Cards. This creates immediate buy-in. We also reflect on these goals, asking, "What was the one item on the Steps to Success that you didn't do as well on that could have helped you be better?"
Daily Targets: Each day has a clear target of what we are trying to hit. The short daily quiz has them show they learned what they were supposed to learn in class and a standard they should hit and a route to fix it if they can't show success on the first try.

🔥 Pillar 2: Fast Feedback & Productive Struggle

Hattie's research shows a massive effect size for **Feedback (d=0.66)**. I've found that the *faster* the feedback, the more efficient the learning. This is why I've moved away from homework and toward in-class practice. My goal is to help students debug their math *quickly*.

Digital Feedback: Tools like idocourses.com are revolutionary. They feel like a game and, as NCTM praises, encourage "productive struggle." Students can see *what* they got right and happily dig into the *one piece* they got wrong.
Physical Feedback: I build variety into my lessons. **Matching activities** and **station rotations** (with answer keys at each station) break down complex topics into bite-size pieces and give students immediate, non-judgmental feedback on their work.

🚀 Pillar 3: Making the Abstract Concrete (Hattie's "Piagetian Programs", d=1.28)

This is my favorite, and it's why I started "Classroom Quests." Hattie's research shows that connecting abstract concepts to concrete experiences has a massive impact on learning. This is the "Piagetian" (or as I call it, "kinesthetic") magic.

Manipulatives: We use Algebra Tiles to physically build squares and rectangles, so "Completing the Square" isn't an algorithm to memorize—it's an action they perform.
Tangible Experiences: We don't just find the max volume of a box. We build **Star-Sail Barges** and have a life-size cardboard boat race to see if our math holds water!
Real-World Analogies: We don't just graph rational functions. We chart a "Gravity Slingshot" where the asymptotes are the physical forces we must navigate. This makes the math *stick*.

🏆 Pillar 4: The "Billion-Dollar" Strategy: Self-Assessment (Hattie's d=1.44)

Years ago, I started having students evaluate their learning. When I dove into Hattie's research, I was fascinated to see that Self-Reported Grades has one of the highest effect sizes (1.44!). But I've learned that just "picking a grade" isn't enough. It has to be an informed, two-part process.
First, the "Cognitive Task Analysis": Before they can give a grade, students must analyze their own performance. I ask them targeted questions on their exit tickets (like our Flight Logs): "Which problem was most confusing?" "How many were silly mistakes vs. true 'core system failures'?"
Second, the "Self-Reported Grade": After they've done that analysis, they can give themselves an honest 10-8-6-4 score from our thematic rubrics. The 10-8-6-4 Rubric: At the end of each lesson, students don't just "turn in the paper." They must answer the question, "How well do I really understand this?" We use a thematic rubric (like "Ace Pilot" or "Serpent Master").
This process transforms the exit ticket. It's not just a grade; it's a commitment to that level of understanding. And for me, it's invaluable data. If scores are low, I know I need to reteach.

💡 The Grand Finale: My Teaching Formula

This is my "why." My philosophy on grading isn't about rigid Standards-Based Grading, but about **Mastery**. I believe a bad grade on a formative assessment should simply motivate a student to try that concept again. My classroom is a place to debug math with no fear.

When you combine these high-effect strategies, you get a new formula:

Clear Goals & Path (Steps to Success)
+
Engaging, Concrete Lessons (Piagetian Quests)
+
Constant, Fast Feedback (IDO & Stations)
+
Meaningful Self-Reflection (Self-Reported Grades)
=
Efficiency + Engagement = Deep Learning

This is how I've built a classroom that is so efficient and effective that traditional homework has become obsolete. We do the hard work together, we make it fun, and my students leave class having already conquered the challenge.

💬 Join the Conversation

This blueprint has transformed my classroom and my relationship with students. What's your story? What high-effect strategies have you found? I'd love to hear your thoughts in the comments!