The Science of Learning

Supporting teachers in the quest to help students learn as effectively and efficiently as possible, The Science of Learning translates 99 of the most important and influential studies on the topic of learning into accessible and easily digestible overviews. Building on the bestselling original book, this second edition delves deeper into the world of research into what helps students learn, with 22 new studies covering key issues including cognitive-load theory, well-being and performing well under exam pressure. Demystifying key concepts and translating research into practical advice for the classroom, this unique resource will increase teachers' understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. From large- to small-scale studies, from the quirky to the iconic, the book breaks down complicated research to provide teachers with the need-to-know facts and implications of each study. Each overview combines graphics and text, asks key questions, describes related research and considers implications for practice. Highly accessible, each overview is attributed to one of seven key categories: - Memory: increasing how much students remember - Mindset, motivation and resilience: improving persistence, effort and attitude - Self-regulation and metacognition: helping students to think clearly and consistently - Student behaviours: encouraging positive student habits and processes - Teacher attitudes, expectations and behaviours: adopting positive classroom practices - Parents: how parents' choices and behaviours impact their childrens' learning - Thinking biases: avoiding faulty thinking habits that get in the way of learning A hugely accessible resource, this unique book will support, inspire and inform teaching staff, parents and students, and those involved in leadership and CPD.

Edward Watson is the founder of InnerDrive, UK. Bradley Busch is a chartered psychologist at InnerDrive, UK

About the authors Foreword from the first edition - John Hattie How teachers use it Introduction Studies: 1 The one about memory 2 The one about aspirations and expectations 3 The one about the planning fallacy 4 The one about spacing your learning 5 The one about growth mindset 6 The one about predicting future behaviour 7 The one about teacher mindset 8 The one about teenagers and social rejection 9 The one about teacher expectations 10 The one about IQ and success 11 The one about parents and grades 12 The one about student resilience 13 The one about marshmallows and self-control 14 The one about mindset and purpose 15 The one about spacing and interleaving 16 The one about parental views on failure 17 The one about revising to music 18 The one about the Dunning-Kruger effect 19 The one about parental praise 20 The one about effort being contagious 21 The one about teacher evaluation 22 The one about talent bias 23 The one about retrieval practice 24 The one about thought suppression 25 The one about effective feedback 26 The one about motivating bored students 27 The one about self-analysis over time 28 The one about asking why 29 The one about sleep 30 The one about mobile phones 31 The one about marshmallows, reliability and self-control 32 The one about note-taking 33 The one about Impostor Syndrome 34 The one about reading out loud 35 The one about eating breakfast 36 The one about streaming 37 The one about academic buoyancy 38 The one about the spotlight effect 39 The one about resilience 40 The one about phones and sleep 41 The one about pictures and words 42 The one about teaching others 43 The one about experts overclaiming 44 The one about the Köhler effect 45 The one about the IKEA effect 46 The one about parental beliefs 47 The one about motivation 48 The one about student daydreaming 49 The one about banning mobile phones 50 The one about going for a walk 51 The one about stress mindsets 52 The one about how to give better feedback 53 The one about self-talk 54 The one about parents and reading 55 The one about the seduction of neuroscience 56 The one about deadlines, choice and procrastination 57 The one about smart reputations 58 The one about emotions and achievement 59 The one about interacting with nature 60 The one about stress and uncertainty 61 The one about metacognition 62 The one about helping disadvantaged students 63 The one about picturing the process 64 The one about what teachers say 65 The one about parental warmth 66 The one about how much we forget 67 The one about homework 68 The one about mindset, attitude and self-esteem 69 The one about pre-questions 70 The one about the learning style myth 71 The one about eating dinner together 72 The one about electronic note taking 73 The one about the bandwagon effect 74 The one about struggling scientists 75 The one about effective teachers 76 The one about retrieval practice and stress 77 The one about false confidence 78 The One About Sound In PowerPoints 79 The One About Identifying Expert Teachers 80 The One About Reading and Background Noise 81 The One About Transitioning to Secondary School 82 The One About Drawing for Learning 83 The One About Effective Teacher-Student Interactions 84 The One About How Metacognition Helps 85 The One About Parental Involvement 86 The One About Bad Decision Making 87 The One About Age and Self-Concept 88 The One About Self-Regulated Learning 89 The One About Cognitive Load 90 The One About The Effects of Screen Time 91 The One About Perfect Multiple-Choice Tests 92 The One About Parents And Sleep 93 The One About Classroom Decorations 94 The One About Summer Learning Loss 95 The One About Knowing The End Is Near 96 The One About Interleaving and Discrimination Learning 97 The One About How Teachers Give Feedback 98 The One About The Peak End Effect 99 The One About The Importance of Failing Tips: Tips for improving memory Tips for improving mindset, motivation and resilience Tips for improving self-regulation and metacognition Tips for students Tips for teachers' attitudes, expectations and behaviours Tips for parents Tips for overcoming thinking biases When The Science of Learning Meets the Art Of Teaching When the science of learning meets the art of teaching Retrieval Practice Creating a Growth Culture Developing Independent Learners Managing Mobile Phones Mastering Your Classroom A Home Environment That Aids Learning Improving Self Awareness Through Self-Reflection Reference List

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