Maximising impact on student learning: high effect size strategies in a science classroom As an early career teacher, more so than experienced teachers, you are exposed to numerous teaching practices that all work to enable greater student learning. These varying practices are all supported by copious amounts of evidence and all prove to be appealing to a newly graduate teacher. It creates a problem – they can’t all be implemented at once, but how do we know which practices we should be using and which will work best? What if there was a way to identify which teaching practices would lead to the greatest impact on students’ learning? In Visible Learning for Science, John Hattie shares his findings from conducting meta-analyses of more than 80,000 studies and 300 million students (Hattie, 2012) to decipher what strategies for delivering learning experiences will have the greatest influence on student learning. Teachers can view each facet of teaching in a new light, uncovering what they should be prioritising in order to maximise student learning and engagement.