Visible learning and the science of how we learn / (Record no. 1867)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 05578nam a2200361 i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 001867 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MIUC |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20210224145608.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 210224s2014 enka b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780415704984 (hbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0415704987 (hbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780415704991 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0415704995 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781315885025 (ebk) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Language of cataloging | eng |
| Transcribing agency | DLC |
| Description conventions | rda |
| Modifying agency | DLC |
| -- | MIUC |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.1523 |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Hattie, John |
| 9 (RLIN) | 5268 |
| Relator term | author |
| 952 ## - Items | |
| Itemnumber | 2233 |
| 245 10 - TITLE STATEMENT | |
| Title | Visible learning and the science of how we learn / |
| Statement of responsibility, etc. | John Hattie and Gregory C.R. Yates. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | London ; |
| -- | New York : |
| Name of producer, publisher, distributor, manufacturer | Routledge, Taylor & Francis Group, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2014. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xvii, 349 pages : |
| Other physical details | illustrations ; |
| Dimensions | 25 cm |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| Source | rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (pages 321-342) and index. |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Pt. 1. Learning whithin classrooms --<br/>1. Why don’t students like learning at school? The Willingham thesis --<br/>2. Is knowledge an obstacle to teaching? -- <br/>3. The teacher-student relationship -- <br/>4. Your personality as teacher: Can your students trust you? -- <br/>5. Time as a global indicator of classroom learning -- <br/>6. The recitation and the nature of classroom learning -- <br/>7. Teaching for automaticity in basic academic skill -- <br/>8. The role of feedback -- <br/>9. Acquiring complex skills though social modelling and explicit teaching -- <br/>10. Just what does expertise look like? -- <br/>11. Just how does expertise develop? -- <br/>12. Expertise in the domain of classroom teaching -- <br/>Pt. 2. Learning foundations -- <br/>13. How knowledge is acquired -- <br/>14. How knowledge is stored in the mind -- <br/>15. Does learning need to be conscious? What is the hidden role of gesture? -- <br/>16. The impact of cognitive load -- <br/>17. Your memory and how it develops -- <br/>18. Mnemonics as sport, art, and instructional tools -- <br/>19. Analysing your students’ style of learning -- <br/>20. Multitasking: A widely held fallacy -- <br/>21. Your students are digital natives. Or are they? -- <br/>22. Is the Internet turning us into shallow thinkers? -- <br/>23. How does music affect learning? -- <br/>Pt. 3. Know thyself -- <br/>24. Confidence and its three hidden levels -- <br/>25. Self-enhancement and the dumb-and-dumber effect -- <br/>26. Achieving self-control -- <br/>27. Neuroscience of the smile: A fundamental tool in teaching -- <br/>28. The surprising advantages of being a social chameleon -- <br/>29. Invisible gorillas, inattentional blindness, and paying attention -- <br/>30. Thinking fast and thinking slow - your debt to the inner robot -- <br/>31. IKEA, effort, and valuing -- <br/>Glossary -- <br/>References -- <br/>Index. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | 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 became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’.<br/><br/>Now in this 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.<br/><br/>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. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development.<br/><br/>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. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. 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:<br/><br/>teacher personality;<br/>expertise and teacher-student relationships;<br/>how knowledge is stored and the impact of cognitive load;<br/>thinking fast and thinking slow;<br/>the psychology of self-control;<br/>the role of conversation at school and at home;<br/>invisible gorillas and the IKEA effect;<br/>digital native theory;<br/>myths and fallacies about how people learn.<br/>This fascinating book 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. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Visual learning |
| 9 (RLIN) | 1656 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning, Psychology of |
| 9 (RLIN) | 598 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Thought and thinking |
| 9 (RLIN) | 83 |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Visible learning |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Yates, Gregory C. R. |
| 9 (RLIN) | 5269 |
| Relator term | author |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Total Checkouts | Total Renewals | Full call number | Date last seen | Date last checked out | Cost, replacement price | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Marbella International University Centre | Marbella International University Centre | Library | 24/02/2021 | 1 | 34.06 | 1 | 1 | 370.1523 HAT vis | 05/04/2021 | 25/02/2021 | 34.06 | 24/02/2021 | Books |