John Hattie (Australia University of Melbourne), Gregory C. R. Yates
Visible Learning and the Science of How We Learn
John Hattie (Australia University of Melbourne), Gregory C. R. Yates
Visible Learning and the Science of How We Learn
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Following the success of John Hattie's 2009 study, "Visible Learning" which presented extensive research into what works in schools to improve children's learning, he has now joined forces with cognitive psychologist Greg Yates to show how the underlying ideas from the research and from the psychological approach can form a powerful framework for shaping learning in the classroom.
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Following the success of John Hattie's 2009 study, "Visible Learning" which presented extensive research into what works in schools to improve children's learning, he has now joined forces with cognitive psychologist Greg Yates to show how the underlying ideas from the research and from the psychological approach can form a powerful framework for shaping learning in the classroom.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 350
- Erscheinungstermin: 27. September 2013
- Englisch
- Abmessung: 246mm x 172mm x 25mm
- Gewicht: 662g
- ISBN-13: 9780415704991
- ISBN-10: 0415704995
- Artikelnr.: 38148058
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 350
- Erscheinungstermin: 27. September 2013
- Englisch
- Abmessung: 246mm x 172mm x 25mm
- Gewicht: 662g
- ISBN-13: 9780415704991
- ISBN-10: 0415704995
- Artikelnr.: 38148058
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.
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
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
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
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