John Hattie
Auteur van Leren zichtbaar maken
Over de Auteur
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) toon meer 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 the social learning theory. toon minder
Werken van John Hattie
Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning (2016) 51 exemplaren
Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (2016) 26 exemplaren
Visible Learning for Science, Grades K-12: What Works Best to Optimize Student Learning (2018) 10 exemplaren
Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) (2018) 10 exemplaren
International Guide to Student Achievement (Educational Psychology Handbook) (2012) — Auteur — 8 exemplaren
Great Teaching by Design: From Intention to Implementation in the Visible Learning Classroom (2020) 5 exemplaren
Visible Learning for Social Studies, Grades K-12: Designing Student Learning for Conceptual Understanding (Corwin… (2020) 4 exemplaren
[(Studyguide for Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by Hattie, John, ISBN… (2012) 2 exemplaren
The Purposes of Education: A Conversation Between John Hattie and Steen Nepper Larsen (2020) 2 exemplaren
Lernen sichtbar machen 1 exemplaar
Synlig læring og læringens anatomi 1 exemplaar
Aprendizaje visible para profesores. Colección: Didáctica y Desarrollo: Maximizando el impaco en el aprendizaje… (2017) 1 exemplaar
Gerelateerde werken
Wiliam & Leahy’s Five Formative Assessment Strategies in Action (2021) — Voorwoord, sommige edities — 5 exemplaren
Tagged
Algemene kennis
- Geslacht
- male
- Woonplaatsen
- Melbourne, Victoria, Australia
- Beroepen
- Director of the Melbourne Education Research Institute
- Organisaties
- University of Melbourne
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Besprekingen
Great Teaching by Design: From Intention to… door John Hattie
What I love about this book is that it gives a teacher a framework for thinking about how to teach students, it is a cyclic framework where we first diagnose to discover as much as we can about each unique student and then plan and try it out and evaluate the impact of our teaching on the students. I love how they share a website where we can look at which practices have large effect size and research to back up the practices (https://www.visiblelearningmetax.com/) and I also love how they share a table of high impact research based teaching practices such as the Jigsaw method and also stress the importance of not only knowing the high impact practice, but figuring out how to best apply that strategy in the right context is also key. From this book, I also learned about Mentimeter (https://www.mentimeter.com/) which lets the teacher create a poll to ask questions to the learners to get feedback from the students.… (meer)
Selected e-content from Google books http://goo.gl/mFiIXe
1. Why don't students like learning at school? --
The Willingham thesis; 2. Is knowledge an obstacle to teaching?; 3. The teacher-student relationship; 4. Your personality as teacher: Can your students trust you?; 5. Time as a global indicator of classroom learning; 6. The recitation and the nature of classroom learning; 7. Teaching for automaticity in basic academic skill; 8. The role of feedback; 9. Acquiring complex skills though social modelling and explicit teaching; 10. Just what does expertise look like?; 11. Just how does expertise develop?; 12. Expertise in the domain of classroom teaching; 13: How knowledge is acquired; 14. How knowledge is stored in the mind;l 15. Does learning need to be conscious? --
What is the hidden role of gesture?; 16. The impact of cognitive loa; 17. Your memory and how it develops; 18. Mnemonics as sport, ar and instructional tools; 19. Analysing your students' style of learning; 20. Multitasking: A widely held fallacy; 21. Your students are digital natives --
Or are they?; 22. Is the Internet turning us into shallow thinkers?; 23. How does music affect learning?; 24. Confidence and its three hidden levels; 25. Self-enhancement and the dumb-and-dumber effect; 26. Achieving self-control; 2 Neuroscience of the smile: A fundamental tool in teaching; 28. The surprising advantages of being a social chameleon; 29. Invisible gorillas, inattentional blindness, and paying attention; 30. Thinking fast and thinking slow --
your debt to the inner robot; 31. IKEA, effort, and valuing.… (meer)
1. Why don't students like learning at school? --
The Willingham thesis; 2. Is knowledge an obstacle to teaching?; 3. The teacher-student relationship; 4. Your personality as teacher: Can your students trust you?; 5. Time as a global indicator of classroom learning; 6. The recitation and the nature of classroom learning; 7. Teaching for automaticity in basic academic skill; 8. The role of feedback; 9. Acquiring complex skills though social modelling and explicit teaching; 10. Just what does expertise look like?; 11. Just how does expertise develop?; 12. Expertise in the domain of classroom teaching; 13: How knowledge is acquired; 14. How knowledge is stored in the mind;l 15. Does learning need to be conscious? --
What is the hidden role of gesture?; 16. The impact of cognitive loa; 17. Your memory and how it develops; 18. Mnemonics as sport, ar and instructional tools; 19. Analysing your students' style of learning; 20. Multitasking: A widely held fallacy; 21. Your students are digital natives --
Or are they?; 22. Is the Internet turning us into shallow thinkers?; 23. How does music affect learning?; 24. Confidence and its three hidden levels; 25. Self-enhancement and the dumb-and-dumber effect; 26. Achieving self-control; 2 Neuroscience of the smile: A fundamental tool in teaching; 28. The surprising advantages of being a social chameleon; 29. Invisible gorillas, inattentional blindness, and paying attention; 30. Thinking fast and thinking slow --
your debt to the inner robot; 31. IKEA, effort, and valuing.… (meer)
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- #35,797
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