Visible learning and the science of how we learn
(Book)

Book Cover
Published:
Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2014.
Format:
Book
Physical Desc:
xvii, 349 pages ; 25 cm.
Status:
Description

"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"--

Also in This Series
Copies
Location
Call Number
Status
Last Check-In
CMU Main Books 3rd Floor
LB1067.5 .H36 2014
On Shelf
Nov 13, 2019
Citations
APA Citation (style guide)

Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Milton Park, Abingdon, Oxon ; New York, NY: Routledge.

Chicago / Turabian - Author Date Citation (style guide)

Hattie, John and Gregory C. R. Yates. 2014. Visible Learning and the Science of How We Learn. Milton Park, Abingdon, Oxon ; New York, NY: Routledge.

Chicago / Turabian - Humanities Citation (style guide)

Hattie, John and Gregory C. R. Yates, Visible Learning and the Science of How We Learn. Milton Park, Abingdon, Oxon ; New York, NY: Routledge, 2014.

MLA Citation (style guide)

Hattie, John., and Gregory C. R Yates. Visible Learning and the Science of How We Learn. Milton Park, Abingdon, Oxon ; New York, NY: Routledge, 2014. Print.

Note! Citation formats are based on standards as of July 2010. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
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Language:
English
ISBN:
9780415704984, 0415704987, 9780415704991, 0415704995

Notes

Bibliography
Includes bibliographical references and index.
Description
"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"--,Provided by publisher.
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Grouped Work ID:
d179f130-3c25-8b1e-621c-ea4d361ddd54
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Record Information

Last Sierra Extract TimeNov 19, 2019 11:18:58 AM
Last File Modification TimeDec 17, 2019 04:15:50 AM
Last Grouped Work Modification TimeDec 17, 2019 01:50:01 AM

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