The science of learning : 99 studies that every teacher needs to know / Edward Watson and Bradley Busch.

Includes bibliographical references.

About the Authors -- Foreword -- John Hattie -- How Teachers Use It -- Introduction -- Studies: -- The one about memory -- The one about aspirations and expectations -- The one about the planning fallacy -- The one about spacing your learning -- The one about growth mindset -- The one about predicting future behaviour -- The one about teacher mindset -- The one about teenagers and social rejection -- The one about teacher expectations -- The one about iQ and success -- The one about parents and grades -- The one about student resilience -- The one about marshmallows and self-control -- The one about mindset and purpose -- The one about spacing and interleaving -- The one about parental views on failure -- The one about revising to music -- The one about the Dunning-Kruger effect -- The one about parental praise -- The one about effort being contagious -- The one about teacher evaluation -- The one about talent bias -- Information Classification: General -- The one about retrieval practice -- The one about thought suppression -- The one about effective feedback -- The one about motivating bored students -- The one about self-analysis over time -- The one about asking why -- The one about sleep -- The one about mobile phones -- The one about marshmallows, reliability and self-control -- The one about note taking -- The one about the impostor Syndrome -- The one about reading out loud -- The one about eating breakfast -- The one about streaming -- The one about academic buoyancy -- The one about the spotlight effect -- The one about resilience -- The one about phones and sleep -- The one about pictures and words -- The one about teaching others -- The one about experts overclaiming -- The one about the K�ohler effect -- The one about the iKEA effect -- The one about parental beliefs -- The one about motivation -- The one about student daydreaming -- The one about banning mobile phones -- The one about going for a walk -- Information Classification: General -- The one about stress mindsets -- The one about how to give better feedback -- The one about self-talk -- The one about parents and reading -- The one about the seduction of neuroscience -- The one about deadlines, choice and procrastination -- The one about smart reputations -- The one about emotions and achievement -- The one about interacting with nature -- The one about stress and uncertainty -- The one about metacognition -- The one about helping disadvantaged students -- The one about picturing the process -- The one about what teachers say -- The one about parental warmth -- The one about how much we forget -- The one about homework -- The one about mindset, attitude and self-esteem -- The one about pre-questions -- The one about the learning style myth -- The one about eating dinner together -- The one about electronic note taking -- The one about the bandwagon effect -- The one about struggling scientists -- The one about effective teachers -- The one about retrieval practice and stress -- The one about false confidence -- The One About Sound In PowerPoints -- Information Classification: General -- The One About Identifying Expert Teachers -- The One About Reading and Background Noise -- The One About Transitioning to Secondary School -- The One About Drawing for Learning -- The One About Effective Teacher Student Interactions -- The One About How Metacognition Helps -- The One About Parental Involvement -- The One About Bad Decision Making -- The One About Age and Self-Concept -- The One About Self Regulated Learning -- The One About Cognitive Load -- The One About Screen Time -- The One About Perfect Multiple Choice Tests -- The One About Parents And Sleep -- The One About Classroom Decorations -- The One About The Summer Learning Loss -- The One About Knowing The End Is Near -- The One About Interleaving and Discrimination Learning -- The One About How Teachers Give Feedback -- The One About The Peak End Effect -- 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 -- Tips for parents -- Information Classification: General -- Tips for overcoming thinking biases -- When Science Meets the Art Of Teaching -- When the science of learning meets the art of teaching -- Utilising Retrieval Practice in the classroom -- 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 -- First Chapter -- Our aim is for this book to inform and stimulate discuss

"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"--