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|Description||by John Hattie. This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students.|
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|Categories||Primary, Secondary, Higher, Leadership and Management, Teaching and Learning, Early Years/Foundation, Further education, 14-19, KS1, KS2, KS3, KS4, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Learning Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Change Management, Coaching and Mentoring, CPD Leadership, Performance Management, Organisational Improvement, Assessment, Bilingual Support / EAL, Behaviour for Learning, Diversity, Gifted and Talented, Inclusion, Personalised Learning, SEND, Subject Knowledge, Classroom Management, Book, Collaborative Learning, Feedback, Homework, Individualised Instruction, Mentoring, Meta-cognition and Self-regulation, One-to-one, Peer Tutoring, Gifted and Talented Coordinator|
|Learning outcomes for participants/users and, where relevant, pupils or students|
|Evidence underpinning this approach||
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.
A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.
Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
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"The definitive book on the effectiveness of teaching strategies -- a must-read for anyone who wants to improve teaching and learning."