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Visible Learning and the Science of How We Learn
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Click Here for Book Review
Abstract: On 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 bookis 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. (From the Publisher)
Table Of Content:
Acknowledgements
Introduction
Part 1 – Learning within classrooms
ch. 1 Why don’t students like learning at school? The Willingham thesis
ch. 2 Is knowledge an obstacle to teaching?
ch. 3 The teacher-student relationship
ch. 4 Your personality as teacher: Can your students trust you?
ch. 5 Time as a global indicator of classroom learning
ch. 6 The recitation and the nature of classroom learning
ch. 7 Teaching for automaticity in basic academic skill
ch. 8 The role of feedback
ch. 9 Acquiring complex skills though social modelling and explicit teaching
ch. 10 Just what does expertise look like?
ch. 11 Just how does expertise develop?
ch. 12 Expertise in the domain of classroom teaching
Part 2 – Learning foundations
ch. 13 How knowledge is acquired
ch. 14 How knowledge is stored in the mind
ch. 15 Does learning need to be conscious? What is the hidden role of gesture?
ch. 16 The impact of cognitive load
ch. 17 Your memory and how it develops
ch. 18 Mnemonics as sport, art, and instructional tools
ch. 19 Analysing your students’ style of learning
ch. 20 Multitasking: A widely held fallacy
ch. 21 Your students are digital natives. Or are they?
ch. 22 Is the Internet turning us into shallow thinkers?
ch. 23 How does music affect learning
Part 3 – Know thyself
ch. 24 Confidence and its three hidden levels
ch. 25 Self-enhancement and the dumb-and-dumber effect
ch. 26 Achieving self-control
ch. 27 Neuroscience of the smile: A fundamental tool in teaching
ch. 28 The surprising advantages of being a social chameleon
ch. 29 Invisible gorillas, inattentional blindness, and paying attention
ch. 30 Thinking fast and thinking slow - your debt to the inner robot
ch. 31 IKEA, effort, and valuing
Glossary
Reference
Index
Click Here for Book Review
Abstract: On 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 bookis 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. (From the Publisher)
Table Of Content:
Acknowledgements
Introduction
Part 1 – Learning within classrooms
ch. 1 Why don’t students like learning at school? The Willingham thesis
ch. 2 Is knowledge an obstacle to teaching?
ch. 3 The teacher-student relationship
ch. 4 Your personality as teacher: Can your students trust you?
ch. 5 Time as a global indicator of classroom learning
ch. 6 The recitation and the nature of classroom learning
ch. 7 Teaching for automaticity in basic academic skill
ch. 8 The role of feedback
ch. 9 Acquiring complex skills though social modelling and explicit teaching
ch. 10 Just what does expertise look like?
ch. 11 Just how does expertise develop?
ch. 12 Expertise in the domain of classroom teaching
Part 2 – Learning foundations
ch. 13 How knowledge is acquired
ch. 14 How knowledge is stored in the mind
ch. 15 Does learning need to be conscious? What is the hidden role of gesture?
ch. 16 The impact of cognitive load
ch. 17 Your memory and how it develops
ch. 18 Mnemonics as sport, art, and instructional tools
ch. 19 Analysing your students’ style of learning
ch. 20 Multitasking: A widely held fallacy
ch. 21 Your students are digital natives. Or are they?
ch. 22 Is the Internet turning us into shallow thinkers?
ch. 23 How does music affect learning
Part 3 – Know thyself
ch. 24 Confidence and its three hidden levels
ch. 25 Self-enhancement and the dumb-and-dumber effect
ch. 26 Achieving self-control
ch. 27 Neuroscience of the smile: A fundamental tool in teaching
ch. 28 The surprising advantages of being a social chameleon
ch. 29 Invisible gorillas, inattentional blindness, and paying attention
ch. 30 Thinking fast and thinking slow - your debt to the inner robot
ch. 31 IKEA, effort, and valuing
Glossary
Reference
Index