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Visible Learning and the Science of How We Learn
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On publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. 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 be
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Paperback, 368 pages
Published
September 27th 2013
by Routledge
(first published January 1st 2013)
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I don't generally read all the way through a textbook for any class, but this one is the exception. Hattie and Yates turn around so many misconceptions and I was riveted throughout the entire text. Good textbooks like this one that don't instantly put me to sleep are a rarity.
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What can people do to learn:
- Location 2500: Stop multitasking. The human mind is unable to genuinely focus on 2 activities at once. The moment you remove your attention from a task, you can expect no meaningful learning or skill development to take place.
- Location 2500: Learn a new skill in short blocks of around 20 minutes followed by short rest periods. Why? Because mind wandering will occur after 15 to 20 minutes. This finding calls for professional moderation of any event at which people p ...more
- Location 2500: Stop multitasking. The human mind is unable to genuinely focus on 2 activities at once. The moment you remove your attention from a task, you can expect no meaningful learning or skill development to take place.
- Location 2500: Learn a new skill in short blocks of around 20 minutes followed by short rest periods. Why? Because mind wandering will occur after 15 to 20 minutes. This finding calls for professional moderation of any event at which people p ...more
Buen libro lleno de resultados de investigación sobre el aprendizaje y la enseñanza, describe los principios del aprendizaje los cuales han sido obtenidos de miles de investigaciones sobre cómo aprenden los seres humanos. He usado este libro para fundamentar mis investigaciones.
El único pero que le veo es que en los últimos capítulos pierde el hilo conductor de los primeros, aunque resultan interesantes parece que habla de otra cosas, además de parecer revueltos.
Buen libro para conocer los proce ...more
El único pero que le veo es que en los últimos capítulos pierde el hilo conductor de los primeros, aunque resultan interesantes parece que habla de otra cosas, además de parecer revueltos.
Buen libro para conocer los proce ...more
This book has the what and why on what raises measures of academic achievement, as well as chapter on how body language, cognitive load, investment via creation of product, etc., impact learning. However, in many places the great information is buried via too much background information or citing of more studies than necessary. And, there is little on the "how" to implement many of the ideas.
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Done...finally. Brilliant research, many good and thoughtful ideas to put into practice in teaching.
Useful and interesting look at some of the psychological phenomenon behind how and why we learn (or fail to). Very readable textbook, with each chapter having good summaries (though sometimes these introduce new information or build upon the chapter instead of clearly summarising it) and some study questions to help you process the information - and each chapter can be read independently if you don't want to commit to the whole thing. It occasionally felt like some of the studies quoted were tan
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Brilliant, really up to date with tantalizingly interesting references included throughout. It isn't often one can pick up a text book and read it from cover to cover. The questions at the end of chapters really helped to tease out my understanding and it is well worth getting to the later chapters on invisible gorillas and the IKEA effect.
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This text helped clarify a lot of myths or misremembered ideas about learning I previously held. It is written in a pleasant tone, doesn't ramble, and was an enjoyable read.
While it seems like it may be assigned reading for those pursuing a teaching degree, I think it holds further value to anyone in a profession that requires a great deal of self-education, like software. ...more
While it seems like it may be assigned reading for those pursuing a teaching degree, I think it holds further value to anyone in a profession that requires a great deal of self-education, like software. ...more
Vissa kapitel var riktigt bra, andra kapitel var visserligen intressanta men inte lika relevanta för mig som lärarstudent. Jag uppskattar de teorier som Hattie använder, men i fråga om problembaserat lärande kan jag inte hålla med honom, eftersom jag tror att det i vissa fall funkar rätt bra.
I’ve a feeling I should be more critical of the ideas presented here but it all seems practical and makes sense. There’s something useful in each chapter and it’s supported by lots of research. It’s also easy to read and dense with resources.
Worth reading twice
If you’re struggling to interpret Hattie’s effect sizes and put them into practice, this is a good book to start. You get research that shows what common practices get wrong and suggested replacements for those practices that will work.
If you’re struggling to interpret Hattie’s effect sizes and put them into practice, this is a good book to start. You get research that shows what common practices get wrong and suggested replacements for those practices that will work.
This is a book for educators to revisit many times. Everytime I read it, I garner something new.
Helps me understand a lot of behaviours
Excellent resource for those studying teaching, particularly the middle chapters on learning theories, acquisition, memory retention, information handling, types of knowledge, and cognitive load.
"Knowing what to do matters more than knowing what your level is"
It is a book a need beside me so that I can use it to be a better teacher for my students. ...more
It is a book a need beside me so that I can use it to be a better teacher for my students. ...more
Excellent and readable summary of a range of research on learning and teaching, which makes it a good catch-up for the busy practitioner as well as others who are interested. One of the strengths of the work of Hattie and his associates has been to blow up some of the myths that draw so much energy away from the central business of helping students to learn.
Great book for teachers bringing together research into various aspects of learning. One interesting concept for me was the idea of automaticity. This is where you become so used to what you are doing that it doesn't take up so much of your brain processing. Gaining automaticity enables the brain to focus on more complex tasks. For example, one you can just look at words and read them without having to spend time decoding, you are able to comprehend more, because your brain has more available re
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An engaging and accessible guide to teaching and learning for both new teachers and experienced ones alike, steeped in the most up-to-date educational pedagogy.
Easy to read and digest it focuses throughout on improving student outcomes, basing it's ideas and principles on solid scientific research.
The journey from classroom learning, through how we learn to the nature of self, confidence and fast/slow thinking makes a lot of sense.
For the new teacher it serves a a toolbox of ideas on teaching a ...more
Easy to read and digest it focuses throughout on improving student outcomes, basing it's ideas and principles on solid scientific research.
The journey from classroom learning, through how we learn to the nature of self, confidence and fast/slow thinking makes a lot of sense.
For the new teacher it serves a a toolbox of ideas on teaching a ...more
This is a great introduction to the science of thinking as it pertains to learning. It summarizes recent studies in this field in an easy-to-read manner. It avoids the use of jargon when possible, and when new terms are introduced, it does a good job of explaining them simply and clearly. I recommend this for all teachers.
I read this book in preparation of returning to teaching after nearly 8 years being at home with my children. It provide some good insight into how we learn. I think it will be worth rereading once I have been back in the classroom for a while.
Book has a lot of practical examples of research intersecting with the classroom instruction and classroom life.
If you teach humans ... It is probably worth reading.
Good information for teachers on the results of scientific research on the process of learning. Practical, well-supported, and easy to read.
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John Allan Clinton Hattie ONZM (born 1950) was born in Timaru, New Zealand, and has been a professor of education and director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously professor of education at the University of Auckland.
Source: Wikipedia
Source: Wikipedia
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