John Hattie, Gregory C. R. Yates

Visible Learning and the Science of How We Learn (eBook, ePUB)

• Format: ePub

Produktbeschreibung

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 Learning 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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 368
• Erscheinungstermin: 8. Oktober 2013
• Englisch
• ISBN-13: 9781134643189
• Artikelnr.: 39704327

Autorenporträt

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.

Inhaltsangabe

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