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Visible Learning and the Science of How We Learn Paperback – 27 Sep 2013

4.2 out of 5 stars 16 customer reviews

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Product details

  • Paperback: 368 pages
  • Publisher: Routledge (27 Sept. 2013)
  • Language: English
  • ISBN-10: 0415704995
  • ISBN-13: 978-0415704991
  • Product Dimensions: 17.4 x 2.1 x 24.6 cm
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (16 customer reviews)
  • Amazon Bestsellers Rank: 13,858 in Books (See Top 100 in Books)
  • See Complete Table of Contents

Product Description

Review

"The book is full of useful insights and ideas and is both readable and accessible. I recommend it to teacher trainees as well as trained teachers for continuing professional development and reflective practice." - Helen Williams, Teacher Training Co-ordinator at West Herts College and an Institute for Learning Fellow

"This book should be on the compulsory reading list for all students undertaking teacher education courses in Australia and elsewhere. In addition, it will be of great value to teachers who are already serving―because they can now access essential information about learning and teaching that was almost certainly neglected in the methodology courses they undertook in their pre-service years. A third group of educators who would benefit greatly from exposure to the book are the teacher-educators who currently deliver such methodology courses." - Peter Westwood, freelance writer and editor, Australian Journal of Learning Difficulties

"There is so much of interest here that you will find it difficult to put this book down. The questions are timely and relevant, and the answers, while often surprising, occassionally irritating, and sometimes amazing, are always worth knowing." - Graeme Whyte, Rudolf Steiner Schools, Special Children Magazine

"…this book is an accessible collection of engaging examples drawn from a broad body of cognitive, social and even biological (see the section on mirror neurons) psychology research with important implications for teaching and learning. ‘The strength of this book lies in its fascinating cast of research characters; chameleons, gorillas, and monkeys all have their parts to play in helping the reader understand and apply principles of learning. ‘The book has helpful pedagogical strategies embedded throughout and is most appropriate for readers new to this area of research. Experts who are familiar with the basic tenets of cognitive psychology or who closely follow current developments in the scholarship of teaching and learning may find many of the examples familiar, however with such a broad array of research presented, even seasoned researchers will likely find something new to explore." - Melissa Birkett, Department of Psychology, Nortern Arizona University, Psychology Leaning and Teaching

"This is a worthwhile and useful volume. It covers the field of what makes teachers effective in the classroom. Its strength is in (1) making often complex concepts accessible in both writing and the format of the book; (2) providing balanced, research-informed coverage of concepts related to the complex acts of teaching and learning, and (3) helping teachers and instructors make the shift from over-focusing on the teaching act to appreciation and understanding of the process of learning as experienced by students." - Reflective Teaching

About the Author

John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, and Deputy Director of the Science of Learning Research Centre. He is the author of Visible Learning and Visible Learning for Teachers, and co-editor (with Eric Anderman) of the International Guide to Student Achievement, all published by Routledge.

Gregory C. R. Yates is a Senior Lecturer in Education at the University of South Australia. He is on the editorial board of Educational Psychology and has contributed a number of papers in the area of cognitive information processing and social learning theory.


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Customer Reviews

4.2 out of 5 stars
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Top Customer Reviews

Format: Paperback
Visible Learning and the Science of How We Learn (2014), John Hattie and Gregory Yates (Corwin)

John Hattie holds the high ground in influencing teaching in many countries. Originally his meta-analyses smashed long held beliefs about effective teaching. Visible Learning became a best seller and it was quoted in ferocious debates about what worked best in students’ learning.
This latest book, written with Gregory Yates and now published by Corwin, provides even more direction to embattled teachers.

For me, Chapter 27, “Neuroscience of the Smile”, is the starting point for all good teaching because of the importance of establishing relationships between teacher and student. There is so much common sense packed into this chapter, it should be compulsory reading for all teachers.

And, I love that word “automaticity”.
This well written book is an easy read and it avoids the repellent genre of academic writing. Definitely a 6 out of 5 stars!
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After reading it three times now I'm still trying to get my head around the opportunities for developing teaching and learning within it. Like with his other tomes, this is a must-read and is really informing my practice.
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This is the Hattie book we have all been waiting for. This provides the way to turn it into a teaching and learning process.
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A wealth of useful research for teachers, school leaders and everyone in education. Buy this and Hattie's other books.

Recommended.
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Format: Paperback
Clearly explained although a bit repetitive in places. Very useful overall.
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What a fantastic and thorough resource for teachers to better their practice!!! Great for self- study as well as to feed into your school's vision of teaching and learning.
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This book will make you justify - Why you do what you do.
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A very well written, thought provoking book.
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