Visible Learning for Teachers

Maximising Impact on Learning

ISBN13 : 9780415690157

Author(s) : John Hattie

Publisher : Routledge, 2012

SKU : 5290BK

In stock

In November 2008, John Hattie's groundbreaking book Visible Learning synthesised the results of more than 15 years of research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.

Visible Learning for Teachers takes the next step and brings those groundbreaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world.

The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. classroom.

Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; 'how do we maximise achievement in our schools?'

Key Features

  • Links the biggest ever research project on teaching strategies to practical classroom implementation
  • Champions both teacher and student perspectives and contains step-by-step guidance, including lesson preparation, interpreting learning, and feedback during the lesson and post-lesson follow up
  • Offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
  • Includes whole-school checklists and advice for school leaders on facilitating visible learning in their institution
  • Now includes additional meta-analyses bringing the total cited within the research to over 900
  • Comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies and classroom management.

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