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
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.
"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"…this book is an
accessible collection of engaging examples drawn from a broad body
of cognitive, social and even biological (see the section on mirror
neurons) psychology research with important implications for
teaching and learning. ‘The strength of this book lies in its
fascinating cast of research characters; chameleons, gorillas, and
monkeys all have their parts to play in helping the reader
understand and apply principles of learning. ‘The book has helpful
pedagogical strategies embedded throughout and is most appropriate
for readers new to this area of research. Experts who are familiar
with the basic tenets of cognitive psychology or who closely follow
current developments in the scholarship of teaching and learning
may find many of the examples familiar, however with such a broad
array of research presented, even seasoned researchers will likely
find something new to explore." - Melissa Birkett, Department of
Psychology, Nortern Arizona University, Psychology Leaning and
Teaching"This is a worthwhile and useful volume. It covers the
field of what makes teachers effective in the classroom. Its
strength is in (1) making often complex concepts accessible in both
writing and the format of the book; (2) providing balanced,
research-informed coverage of concepts related to the complex acts
of teaching and learning, and (3) helping teachers and instructors
make the shift from over-focusing on the teaching act to
appreciation and understanding of the process of learning as
experienced by students." - Reflective Teaching"I will never forget
the moment that I discovered John Hattie's work. It completely blew
my mind, the fact that all of this research was out there and could
inform my teaching. This fantastic updated edition brings in a
whole raft of key ideas from cognitive science. This book makes a
fantastic summer read - fill yourself with excitement about new
possibilities for unlocking new learning next year." - David
Weston, author"Chunky and unashamedly academic in appearance
'Visible Learning and the Science of How We Learn' (2014) doesn’t
scream ‘holiday reading’. Nevertheless this book by John Hattie and
Gregory Yates is surprisingly hard to put down. Combining the
lessons of Hattie’s extraordinary Visible Learning project with
insights from cognitive science, there are particularly powerful
sections on relationships, feedback, memory, confidence and
self-control. As in all of Hattie’s work, the style combines rigour
with readability, passion with precision." - Matt Lloyd-Rose,
social researcher, NGO leader and writer.
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