Great Learners by Design: Principles and Practices to Supercharge Learners

Supercharge learners and learning

Today's students need more than great teaching of the curricula; they must also be taught the love and strategies of learning. It's time for a balanced approach that teaches students how to access and process information and inspires a desire for continuous learning.

Written by renowned researchers and educators, Great Learners by Design advocates moving away from rote learning and teacher-centric classrooms. Instead, it promotes cultivating self-sufficient, strategic, and visible learners through effective learning strategies. This approach helps foster a learning environment where mistakes are seen not as embarrassments but as opportunities for growth. Inside, you'll discover

• New and traditional learning theories and how to implement them in the classroom
• 12 learning strategies and 13 learning principles that will transform your class and school into an organization dedicated to excellence
• How to use and integrate tools for measuring learning

With the goal of creating lifelong learners, Great Learners by Design offers an in-depth analysis of learning theories, practical classroom applications, and tools. It is a vital resource for enhancing students' skills and encouraging them to use optimal strategies to succeed both in the classroom and beyond.

John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning: The Sequel, Visible Learning for Teachers, and 10 Mindframes for Visible Learning.

Tim O′Leary is the leader of Educational Data Talks' educational consultancy activities. He is a researcher, coach, and educator with over twenty years of experience working in and with independent, state, and faith-based schools. Tim's professional interests are faceted and focused on the effective use of data, in its various forms, to improve educational practice from systems to schools to classrooms. This includes using data to differentiate teaching and learning, understand classroom and school culture, understand the impact of practice, identify areas for improvement, and monitor the implementation of initiatives. Additionally, Tim also enjoys working with teachers and school leaders to build individual and collective capability. Tim is also the creator of the Classroom Vibe(TM) framework for thinking about classroom culture as the learning-focused atmosphere of a classroom, as experienced by the students. Sitting within this framework is an inquiry-driven approach to teacher improvement drawing on student-to-teacher via the Classroom Vibe(TM) Student Perceptions of Teaching Survey.

Kyle Hattie is a Year 6 Teacher working in a primary school in the northern suburbs of Melbourne, Australia. Over his 10-year career, he has taught at many year levels, from Prep to Year 6 in both Australia and New Zealand. Kyle has held various leadership titles and has a passion for understanding how students become learners.

Greg Donoghue is a Learning Science Researcher at the Science of Learning Research Centre, Melbourne Graduate School of Education. As a former police detective and child protection investigator, Gregory has decades of experience dealing with victimized and traumatized children, and now centers his academic and research on how the learning sciences, including educational neuroscience, can enhance student learning and well-being. He recently completed his PhD, in which he investigated the relative impact of educational psychology and educational neuroscience and how they impact student learning and well-being. Using meta-analytic data to isolate what he has coined ′pedagogical primes,′ Greg developed a conceptual model of learning that can be applied to a range of desirable educational outcomes and not just academic achievement.