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    Visible Learning and the Science of How We Learn (Paperback) By (author) John Hattie, By (author) Gregory C. R. Yates

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    DescriptionOn publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's 'holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: * teacher personality; * expertise and teacher-student relationships; * how knowledge is stored and the impact of cognitive load; * thinking fast and thinking slow; * the psychology of self-control; * the role of conversation at school and at home; * invisible gorillas and the IKEA effect; * digital native theory; * myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.


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  • Full bibliographic data for Visible Learning and the Science of How We Learn

    Title
    Visible Learning and the Science of How We Learn
    Authors and contributors
    By (author) John Hattie, By (author) Gregory C. R. Yates
    Physical properties
    Format: Paperback
    Number of pages: 368
    Width: 174 mm
    Height: 244 mm
    Thickness: 20 mm
    Weight: 540 g
    Language
    English
    ISBN
    ISBN 13: 9780415704991
    ISBN 10: 0415704995
    Classifications

    Warengruppen-Systematik des deutschen Buchhandels: 27230
    B&T Book Type: NF
    BIC E4L: EDU
    Nielsen BookScan Product Class 3: S3.8
    B&T Merchandise Category: TXT
    B&T Modifier: Region of Publication: 01
    LC subject heading: ,
    B&T Modifier: Subject Development: 23
    Ingram Subject Code: ED
    Libri: I-ED
    B&T General Subject: 340
    B&T Modifier: Academic Level: 02
    B&T Modifier: Text Format: 06
    BIC subject category V2: JMRL, JNC
    LC subject heading: ,
    BISAC V2.8: EDU009000
    DC22: 370.1523
    LC subject heading:
    DC22: 370.15/23
    LC subject heading: , ,
    DC23: 370.1523
    T&F Categories: , , , , , , , , ,
    LC classification: LB1067.5 .H36 2014
    Thema V1.0: JMR, JND
    Edition
    Annotated
    Edition statement
    New.
    Illustrations note
    13 black & white tables
    Publisher
    Taylor & Francis Ltd
    Imprint name
    ROUTLEDGE
    Publication date
    04 October 2013
    Publication City/Country
    London
    Author Information
    John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, and Deputy Director of the Science of Learning Research Centre. He is the author of Visible Learning and Visible Learning for Teachers, and co-editor (with Eric Anderman) of the International Guide to Student Achievement, all published by Routledge. Gregory C. R. Yates is a Senior Lecturer in Education at the University of South Australia. He is on the editorial board of Educational Psychology and has contributed a number of papers in the area of cognitive information processing and social learning theory.
    Review quote
    "The book is full of useful insights and ideas and is both readable and accessible. I recommend it to teacher trainees as well as trained teachers for continuing professional development and reflective practice." - Helen Williams, Teacher Training Co-ordinator at West Herts College and an Institute for Learning Fellow "This book should be on the compulsory reading list for all students undertaking teacher education courses in Australia and elsewhere. In addition, it will be of great value to teachers who are already serving-because they can now access essential information about learning and teaching that was almost certainly neglected in the methodology courses they undertook in their pre-service years. A third group of educators who would benefit greatly from exposure to the book are the teacher-educators who currently deliver such methodology courses." - Peter Westwood, freelance writer and editor, Australian Journal of Learning Difficulties "There is so much of interest here that you will find it difficult to put this book down. The questions are timely and relevant, and the answers, while often surprising, occassionally irritating, and sometimes amazing, are always worth knowing." - Graeme Whyte, Rudolf Steiner Schools, Special Children Magazine
    Table of contents
    1. Why don't students like learning at school? The Willingham thesis; 2. Is knowledge an obstacle to teaching?; 3. The teacher-student relationship; 4. Your personality as teacher: Can your students trust you?; 5. Time as a global indicator of classroom learning; 6. The recitation and the nature of classroom learning; 7. Teaching for automaticity in basic academic skill; 8. The role of feedback; 9. Acquiring complex skills though social modelling and explicit teaching; 10. Just what does expertise look like?; 11. Just how does expertise develop?; 12. Expertise in the domain of classroom teaching; 13: How knowledge is acquired; 14. How knowledge is stored in the mind;l 15. Does learning need to be conscious? What is the hidden role of gesture?; 16. The impact of cognitive loa; 17. Your memory and how it develops; 18. Mnemonics as sport, art, and instructional tools; 19. Analysing your students' style of learning; 20. Multitasking: A widely held fallacy; 21. Your students are digital natives. Or are they?; 22. Is the Internet turning us into shallow thinkers?; 23. How does music affect learning?; 24. Confidence and its three hidden levels; 25. Self-enhancement and the dumb-and-dumber effect; 26. Achieving self-control; 27. Neuroscience of the smile: A fundamental tool in teaching; 28. The surprising advantages of being a social chameleon; 29. Invisible gorillas, inattentional blindness, and paying attention; 30. Thinking fast and thinking slow - your debt to the inner robot; 31. IKEA, effort, and valuing