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Table of Contents

  1. Why don’t students like learning at school? The Willingham thesis;
  2. Is knowledge an obstacle to teaching?;
  3. The teacher-student relationship;
  4. Your personality as teacher: Can your students trust you?;
  5. Time as a global indicator of classroom learning;
  6. The recitation and the nature of classroom learning;
  7. Teaching for automaticity in basic academic skill;
  8. The role of feedback;
  9. Acquiring complex skills though social modelling and explicit teaching;
  10. Just what does expertise look like?;
  11. Just how does expertise develop?;
  12. Expertise in the domain of classroom teaching;

13: How knowledge is acquired;

14. How knowledge is stored in the mind;l

15. Does learning need to be conscious? What is the hidden role of gesture?;

16. The impact of cognitive load;

17. Your memory and how it develops;

18. Mnemonics as sport, art, and instructional tools;

19. Analysing your students’ style of learning;

20. Multitasking: A widely held fallacy;

21. Your students are digital natives. Or are they?;

22. Is the Internet turning us into shallow thinkers?;

23. How does music affect learning?;

24. Confidence and its three hidden levels;

25. Self-enhancement and the dumb-and-dumber effect;

26. Achieving self-control;

27. Neuroscience of the smile: A fundamental tool in teaching;

28. The surprising advantages of being a social chameleon;

29. Invisible gorillas, inattentional blindness, and paying attention;

30. Thinking fast and thinking slow - your debt to the inner robot;

31. IKEA, effort, and valuing