On publication in 2009, John Hattie’s Visible Learning presented the biggest ever collection of research into what actually works in schools to improve children’s learning. 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 its underlying ideas and the cutting edge of cognitive science can form a powerful 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.
Key Features
- Structured in three parts: ‘learning within classrooms’, ‘learning foundations’, and ‘know thyself’.
- 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.
- Covers topics such 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.
Additional Information
The book is aimed at teachers and students, written in an accessible and engaging style. It can be read cover to cover or used on a chapter-by-chapter basis for essay writing or staff development. 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 usable format for students and teachers at all levels, from preschool to tertiary training institutes.
