| Description |
1 online resource (368 pages) |
| Contents |
Cover; Visible Learning and the Science of How We Learn; Title Page; Copyright Page; Table of Contents; Acknowledgements; Introduction; Part 1 Learning within classrooms; 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 method and the nature of classroom learning; 7 Teaching for automaticity in basic academic skill; 8 The role of feedback |
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9 Acquiring complex skills through social modelling and explicit teaching10 Just what does expertise look like?; 11 Just how does expertise develop?; 12 Expertise in the domain of classroom teaching; Part 2 Learning foundations; 13 How knowledge is acquired; 14 How knowledge is stored in the mind; 15 Does learning need to be conscious, and what is the hidden role played by gesture?; 16 The impact of cognitive load; 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 |
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21 Your students are digital natives. Or are they?22 Is the Internet turning us into shallow thinkers?; 23 How music impacts on learning; Part 3 Know thyself; 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; Glossary; References; Index |
| Summary |
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 ori |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Visual learning.
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Learning, Psychology of.
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Thought and thinking.
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Thinking
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thinking.
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EDUCATION -- General.
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EDUCATION -- Educational Psychology.
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Learning, Psychology of
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Thought and thinking
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Visual learning
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| Form |
Electronic book
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| Author |
Yates, Gregory C. R
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| ISBN |
9781134643110 |
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113464311X |
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