On its 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 his 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 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.
This resource 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 useable format for students and teachers at all levels, from preschool to tertiary training institutes.
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).
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:
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia and honorary Professor at the University of Auckland, New Zealand.
He is the author of Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning Into Action and Visible Learning for Literacy