Visible learning and the science of how we learn:
"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 it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framewo...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2014
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Educational psychology
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | "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 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. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features 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, and the meta-analyses from the original Visible Learning project by rank order. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics 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".. |
| Beschreibung: | XVII, 349 S. |
| ISBN: | 9780415704984 9780415704991 |
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Datensatz im Suchindex
| _version_ | 1804151440028991489 |
|---|---|
| adam_text | Contents
Acknowledgements
ix
Introduction
xi
PART
1
Learning within classrooms
1
1
Why don t students like learning at school? The Willingham
thesis
3
2
Is knowledge an obstacle to teaching?
11
3
The teacher—student relationship
16
4
Your personality as teacher: can your students trust you?
26
5
Time as a global indicator of classroom learning
36
6
The recitation method and the nature of classroom learning
44
7
Teaching for automaticity in basic academic skill
52
8
The role of feedback
64
9
Acquiring complex skills through social modelling and explicit
teaching
72
10
Just what does expertise look like?
84
11
Just how does expertise develop?
93
12
Expertise in the domain of classroom teaching
103
Part
2
Learning foundations 111
13
How knowledge is acquired
113
14
How knowledge is stored in the mind
126
15
Does learning need to be conscious, and what is the hidden
role played by gesture?
136
16
The impact of cognitive load
146
17
Your memory and how it develops
157
18
Mnemonics as sport, art, and instructional tools
166
19
Analysing your students style of learning
176
20
Multitasking: a widely held fallacy
187
21
Your students are digital natives. Or are they?
196
22
Is the Internet turning us into shallow thinkers?
201
23
How music impacts on learning
206
Part
3
Know thyself
213
24
Confidence and its three hidden levels
215
25
Self-enhancement and the dumb-and-dumber effect
228
26
Achieving self-control
243
27
Neuroscience
of the smile: a fundamental tool in teaching
259
28
The surprising advantages of being a social chameleon
271
29
Invisible gorillas, inattentional blindness, and paying attention
281
30
Thinking fast and thinking slow: your debt to the inner robot
290
31
IKEA, effort, and valuing
306
On publication in
2009,
John Hattie s
Visible
Learning presented the biggest ever collection of research
into what actually works in improving children s learning in schools. 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 educations holy grail .
Now in this latest book, John Hattie has joined forces with cognitive psychologist Gregory C. R.
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 and complementary 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. 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.
The book is structured in three parts: Learning within classrooms ; Learning foundations , which
explains the cognitive building blocks of knowledge acquisition; and Know thyself , which explores
confidence and self-knowledge. It also features extensive interactive resources including study guide
questions to encourage critical thinking, annotated bibliographic entries with recommendations for
further reading and links to relevant websites and YouTube clips. Throughout, the authors draw upon
the latest international research into how the learning process works and how to maximise impact on
students, covering such topics 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.
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 these findings in a useable format for students and teachers at all levels, from preschool to
tertiary training institutes.
|
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| discipline | Pädagogik Soziologie Psychologie |
| edition | 1. publ. |
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| id | DE-604.BV041357310 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T00:54:50Z |
| institution | BVB |
| isbn | 9780415704984 9780415704991 |
| language | English |
| lccn | 013015787 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-026805742 |
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| record_format | marc |
| series2 | Educational psychology |
| spelling | Hattie, John 1950- Verfasser (DE-588)139808264 aut Visible learning and the science of how we learn John Hattie and Gregory C. R. Yates 1. publ. London [u.a.] Routledge 2014 XVII, 349 S. txt rdacontent n rdamedia nc rdacarrier Educational psychology "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 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. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features 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, and the meta-analyses from the original Visible Learning project by rank order. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics 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".. EDUCATION / General bisacsh EDUCATION / Educational Psychology bisacsh Visual learning Learning, Psychology of Thought and thinking EDUCATION / General EDUCATION / Educational Psychology Unterrichtsführung (DE-588)4187078-5 gnd rswk-swf Lernerfolg (DE-588)4125753-4 gnd rswk-swf Lehr-Lern-Forschung (DE-588)4478933-6 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Visuelles Lernen (DE-588)4188432-2 gnd rswk-swf Visuelles Lernen (DE-588)4188432-2 s Lernerfolg (DE-588)4125753-4 s Lehr-Lern-Forschung (DE-588)4478933-6 s DE-604 Unterrichtsführung (DE-588)4187078-5 s Lernpsychologie (DE-588)4074166-7 s 1\p DE-604 Yates, Gregory C. R. Verfasser (DE-588)1044006951 aut Erscheint auch als Online-Ausgabe 978-1-315-88502-5 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026805742&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026805742&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hattie, John 1950- Yates, Gregory C. R. Visible learning and the science of how we learn EDUCATION / General bisacsh EDUCATION / Educational Psychology bisacsh Visual learning Learning, Psychology of Thought and thinking EDUCATION / General EDUCATION / Educational Psychology Unterrichtsführung (DE-588)4187078-5 gnd Lernerfolg (DE-588)4125753-4 gnd Lehr-Lern-Forschung (DE-588)4478933-6 gnd Lernpsychologie (DE-588)4074166-7 gnd Visuelles Lernen (DE-588)4188432-2 gnd |
| subject_GND | (DE-588)4187078-5 (DE-588)4125753-4 (DE-588)4478933-6 (DE-588)4074166-7 (DE-588)4188432-2 |
| title | Visible learning and the science of how we learn |
| title_auth | Visible learning and the science of how we learn |
| title_exact_search | Visible learning and the science of how we learn |
| title_full | Visible learning and the science of how we learn John Hattie and Gregory C. R. Yates |
| title_fullStr | Visible learning and the science of how we learn John Hattie and Gregory C. R. Yates |
| title_full_unstemmed | Visible learning and the science of how we learn John Hattie and Gregory C. R. Yates |
| title_short | Visible learning and the science of how we learn |
| title_sort | visible learning and the science of how we learn |
| topic | EDUCATION / General bisacsh EDUCATION / Educational Psychology bisacsh Visual learning Learning, Psychology of Thought and thinking EDUCATION / General EDUCATION / Educational Psychology Unterrichtsführung (DE-588)4187078-5 gnd Lernerfolg (DE-588)4125753-4 gnd Lehr-Lern-Forschung (DE-588)4478933-6 gnd Lernpsychologie (DE-588)4074166-7 gnd Visuelles Lernen (DE-588)4188432-2 gnd |
| topic_facet | EDUCATION / General EDUCATION / Educational Psychology Visual learning Learning, Psychology of Thought and thinking Unterrichtsführung Lernerfolg Lehr-Lern-Forschung Lernpsychologie Visuelles Lernen |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026805742&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026805742&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT hattiejohn visiblelearningandthescienceofhowwelearn AT yatesgregorycr visiblelearningandthescienceofhowwelearn |