Demystifying key concepts and translating research into practical advice for the classroom, this unique resource will increase teachers’ understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. The book breaks down complicated research to provide teachers with the need-to-know facts and implications of each study. Each overview combines graphics and text, asks key questions, describes related research and considers implications for practice.
Key Features
- Memory: increasing how much students remember
- Mindset, motivation and resilience: improving persistence, effort and attitude
- Self-regulation and metacognition: helping students to think clearly and consistently
- Student behaviours: encouraging positive student habits and processes
- Teacher attitudes, expectations and behaviours: adopting positive classroom practices
- Parents: how parents’ choices and behaviours impact their children's learning
- Thinking biases: avoiding faulty thinking habits that get in the way of learning
Additional Information
A hugely accessible resource, this unique book will support, inspire and inform teaching staff, parents and students, and those involved in leadership and CPD.
"No resource is perfect for all contexts, but the well-thumbed and annotated copies of this book lying around our schools is evidence that, in our context, giving every teacher a copy has been beneficial." George Casley, CATS College London
"I’ve used The Science of Learning extensively when leading on Teaching and Learning at West Coventry Academy. I produced readers of key studies for teachers and based a lot of the whole-school CPD sessions I designed around the accessible, easily digestible infographics and summaries." Bertram Richter, Coventry Academy
"As a CPD lead in the school, I have been able to refer back to the book to create resources for CPD sessions and foster meaningful conversations and discussions between the teachers in the school." Brad Williams, Co-op Academy, Walkden
