- Hardcover: 352 pages
- Publisher: Jossey-Bass Inc.,U.S.; 1 edition (22 May 2019)
- Language: English
- ISBN-10: 111952184X
- ISBN-13: 978-1119521846
- Product Dimensions:: 15.9 x 3 x 22.9 cm
- Shipping Weight: 399 g
- Customer reviews: 97 customer ratings
Amazon Best Sellers Rank:
23,912 in Books (See Top 100 in Books)
- #322 in Study Guides & Workbooks
Powerful Teaching: Unleash the Science of Learning Hardcover – 22 May 2019
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From the Inside Flap
Powerful Teaching, written by a noted cognitive scientist and a veteran classroom teacher, offers evidence-based recommendations that can be implemented in less than a minute without additional prep time or grading. Decades of research demonstrate that these few powerful--yet intuitive--strategies dramatically raise student achievement.
Readers will learn how to harness four dynamic "Power Tools"
- Retrieval Practice: Boost learning by pulling information out of students' heads, rather than focusing on getting information into students' heads
- Spaced Practice: Boost learning by spreading lessons and retrieval opportunities out over time so learning isn't crammed all at once
- Interleaving Boost learning by mixing up closely related topics and encouraging students to discriminate between key concepts
- Feedback-Driven Metacognition: Boost learning by providing students with the opportunity to know what they know and know what they don't know
Powerful Teaching provides the rare opportunity to adapt the science of learning for diverse students, parents, and professional development programs. With this interactive guide, think critically about teaching from a research-based perspective and transform learning in your classroom.
From the Back Cover
PRAISE FOR POWERFUL TEACHING
"The authors have taken the science of learning and distilled it into its most powerful form--a limited number of simple but powerful ideas, with guidance on how to use them with insight and fidelity. They've made it easy to be smarter about how you--and your students--learn. Who doesn't want that?" --Doug Lemov, Author of Teach Like a Champion 2.0, Practice Perfect and Reading Reconsidered
"In recent years, educators' understanding of how people learn has shifted in big ways, but we haven't had a go-to manual for applying that research in the classroom. Powerful Teaching bridges the gap, showing us exactly how to put realistic strategies into practice in any subject area and any grade level. Teachers who want to see dramatic improvement in student learning must read this book!" --Jennifer Gonzalez, Educator and Director of Cult of Pedagogy
"The authors have combined years of scientific expertise and practical experience to create a marvelous book about applying the science of learning in the classroom. Powerful Teaching is highly readable and a boon to all teachers." --Henry L. Roediger, III, Co-Author of Make it Stick: The Science of Successful Learning
"In Powerful Teaching, educators at every level will find a treasure trove of new techniques for the classroom. Accessible prose, practical strategies, and solid scientific support--these elements combine to make this a book that will benefit all teachers and, more importantly, their students." --James M. Lang, Author of Small Teaching: Everyday Lessons from the Science of Learning
"This easy-to-read book makes the phrase 'science of learning' real for anyone responsible for teaching students. It's chock full of practical tips (not fads) and, mercifully, devoid of academic mumbo jumbo. Please read this!" --Benjamin Riley, Founder of Deans for Impact
"Teachers need this book. Students need this book. Powerful Teaching should be required reading for all teachers. If this book isn't in your school's professional development library, you're missing out." --Blake Harvard, Blogger and AP Psychology Teacher, James Clemens High School
Powerful Teaching is an indispensable resource for educators who want to take their instruction to the next level. Drawing on a fifteen-year scientist-teacher collaboration, more than 100 years of research, and illustrative examples from K-12 and higher education, the authors present step-by-step guidance on how to transform teaching with four essential strategies: retrieval practice, spacing, interleaving, and feedback-driven metacognition. Equipped with scientific knowledge and evidence-based tools, turn your teaching into powerful teaching and unleash student learning in your classroom.
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Most helpful customer reviews on Amazon.com
You're reading these reviews because you're interested in this book, and you're interested because you want to learn more about learning and you work in schools. Hopefully, you do the most valuable work in our schools - you're at the head of a classroom. That would mean you have very little time and very little extra money - buying this book would waste both of those things.
The conceptual/theoretical underpinnings of this book - a branch of psychology called cognitive science - is extremely solid, and I think more educators (and parents) should be cognizant of it. Unfortunately this book is written in a completely dumbed down, 'teach like a lumberjack' style of writing. Why do teachers - who want their work to be treated as a profession - tolerate such dismissive writing?
In addition to the style, the content is paltry and weak. This book was the 10th or so book within my personal continuing professional development (CPD) library on this topic (cognitive science) so I am very familiar with the thoughts and theories in the field. I wanted to read this perspective on using cognitive science in the classroom because overlearning is not a bad thing.
The text is set up as an interplay between a Ph.d and a classroom teacher (the two co-authors, respectively).
My problem with the content - and why I stopped reading in the middle of the book - is that it uses anecdotes from the author's classroom, and anecdotes from other classroom teachers, to "prove" the cognitive science point. Anecdotes should not be used as proof, and even studies should not be used unless they are replicated ones. There are tons of studies that prove up the cognitive science concepts discussed here, and those should have been discussed instead of anecdotes.
I stopped reading at the page in the attached image. The authors wrote that "brain dumping" is a good idea - maybe it is! But they quoted a classroom teacher who said 'I used brain dumping with my class. It was a huge success!' REALLY? That's it, that's your proof? How do you know it was a success? C'mon people.
If you are interested in the line of thought in this book, better expressions and discussions of those thoughts can be found by the works of Hirsch, Englemann, Willingham, Wiliam, Kirschner, Didau, Barton, Christodoulou and other authors in the field. If you do not have time to read long, informative tomes and prefer shorter, informative booklets, John Catt Publishing provides a lot of titles in this area that can be consumed over a weekend between grading (ok, maybe a 3-day weekend if you have a lot of grading).
I beech thee, please do not buy this book.
This is an excellent book that provides the reader with the evidence-based research supporting what the authors assert. It should be “required reading” for anyone going into or who is already teaching.
Although I had practiced much of what was written in this book, it has helped me to identify where gaps and fragmentation have occurred so that I can better align this EBP process in the future. This alone has been invaluable.
I do not know either of these two authors personally, but I would like to say thank you to both of them for writing this book!
This book is not the first to delve into what cognitive psychology has to offer to education, but this is one of the best books I have read to really offer concrete pedagogical techniques that require little to no advanced planning or additional grading. The authors make a compelling and convincing case that the nominal additional time and energy devoted to using these techniques during instruction results in more material being learned *and* remembered over a longer timeframe.
Many teacher training programs lack coverage of these useful techniques. The veteran teacher, who may be jaded by years of unfulfilling inservices and professional development programs, is often skeptical of "new" ways of teaching (though, ironically, the efficacy of these techniques have been known for decades). Such skeptics who are willing to read this book, however, should find something intriguing enough that they may want to try in a future lesson.
I recommend this book unequivocally to anyone in teaching profession, from student teacher to seasoned educator, from vice-principal to superintendent, and from teaching assistant to emeritus professor. The approaches and strategies provide the potential for improved test scores and grades and a better attitude towards learning among students in schools that are seriously willing to make a paradigm shift in their instruction.