Central to our success as humans is learning, both by ourselves, and from others. Inextricably tied to our learning is our capacity to do so, and the skillfulness with which we are able to transmit understanding. Hattie and Yates have expertly crafted and condensed copious amounts of research data and analysis into succinct and user-friendly chapters on topics of vital current interest to teachers and administrators. Their layout provides actionable summaries supported by clear units of study. They realize that teachers are not merely sterile conduits of information, nor are students generic recipients of information. Central to their argument is that a keen understanding of the process through which we teach is vital to content transmission, accessibility, understandability, and eventual student ownership. This includes building trusting relationships, giving cognitive load-appropriate lessons, and providing cogent feedback.
The authors additionally pay careful attention to the role and experience of the individual learner. Topics covered include the need for deliberate goal-oriented practice, understanding how to effectively engage memory for information storage and later retrieval, and giving credence to student learning styles.