how learning works seven research based principles for smart teaching

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How Learning Works

Author : Susan A. Ambrose
ISBN : 0470617608
Genre : Education
File Size : 81. 99 MB
Format : PDF
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Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

How Learning Works

Author : Michael W. Bridges
ISBN : OCLC:1053073202
Genre :
File Size : 40. 77 MB
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Author : Steven D. Levitt
ISBN : 9789960543932
Genre : Business & Economics
File Size : 88. 84 MB
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أيهما أشد خطراً، المسدس أم حوض السباحة؟ ما هي الأشياء المشتركة بين معلمي المدارس ومصارعي السومو؟ لماذا ما يزال تجار المخدرات يعيشون مع أمهاتهم؟ ما هو مقدار اهتمام الوالدين حقاً؟ ما هو تأثير قضية «رو» و«ويد» في جرائم العنف؟ قد لا تبدو هذه الأسئلة مثل الأسئلة النمطية التي يسألها الاقتصادي، لكن ستيفن د. ليفيت ليس اقتصادياً نمطياً؛ إنه عالم شجاع أكثر من أي شيء آخر، يدرس المادة والأحاجي في الحياة اليومية ــ من الغش والجريمة إلى الرياضة وتربية الأطفال ــ وتقوم استنتاجاته عادة على قلب الحكمة التقليدية رأساً على عقب. وغالباً ما يبدأ بتل كبير من المعطيات وبسؤال بسيط لم يطرح من قبل. إنه يهتم ببعض هذه الأسئلة مثل قضايا الحياة والموت، وبعضها الآخر ذو ميزات استثنائية دون شك. وهكذا يحتوي هذا الكتاب على حقل جديد من الدراسة، وهو (الاقتصاد العجيب). ومن خلال سرده للقصص الآسرة ومن النظرة العميقة غير المباشرة، يبين ليفيت وزميله ستيفن ج. دوبنر أن الاقتصاد -في جذوره- دراسة للحوافز ـــ كيف يحصل الناس على ما يريدون أو يحتاجون، لاسيما عندما يريد الناس الآخرون الشيء ذاته أو يحتاجونه. في كتابهما (الاقتصاد العجيب)، يشرع المؤلفان في استكشاف الجانب الخفي ـــ من كل شيء؛ الأعمال الداخلية لعصابة مخدرات، وحقيقة الوسطاء العقاريين، وأساطير تمويل الحملات. وقصص الغش لدى معلمي المدارس. وأسرار جمعية كوكلوكس كلان (العرقية). ومن هنا فإذا كانت الأخلاق تمثل كيف نريد للعالم أن يسير، فإن الاقتصاد يمثل كيف يعمل العالم فعلاً. صحيح إن قراء هذا الكتاب سيتسلحون بقصص وأحاجٍ تكفي لتروى في آلاف الحفلات، لكن كتاب (الاقتصاد العجيب) يستطيع أن يقدم أكثر من ذلك، إنه يعيد تعريف الطريقة التي ننظر بها إلى العالم الحديث تعريفاً حرفياً. العبيكان للنشر

Cases On Quality Teaching Practices In Higher Education

Author : Salter, Diane J.
ISBN : 9781466636620
Genre : Education
File Size : 25. 39 MB
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Although educators continue to face the issue of maintaining quality teaching practices, academic managers and educational developers face significant challenges when changing in higher education teaching strategies. Cases on Quality Teaching Practices in Higher Education presents international case studies of individual approaches and institutional examples to benefit teachers at the individual level as well as institutional leaders involved in change. This publication is suitable for both undergraduate and graduate level courses in education related best practices in pedagogy, innovation in the use of technology, and the future direction of universities in the advancement of teaching practices.

An Evidence Based Guide To College And University Teaching

Author : Aaron S. Richmond
ISBN : 9781317283270
Genre : Psychology
File Size : 84. 99 MB
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What makes a good college teacher? This book provides an evidence- based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher. Based on six fundamental areas of teaching competency known as Model Teaching Characteristics outlined by The Society for the Teaching of Psychology (STP), this book describes how college faculty from all disciplines and at all levels of experience can use these characteristics to evaluate, guide, and improve their teaching. Evidence based research supports the inclusion of each characteristic, each of which is illustrated through example, to help readers master the skills. Readers learn to evaluate their teaching abilities by providing guidance on what to document and how to accumulate and organize the evidence. Two introductory chapters outline the model teaching characteristics followed by six chapters, each devoted to one of the characteristics: training, instructional methods, course content, assessment, syllabus construction, and student evaluations. The book: -Features in each chapter self-evaluation surveys that help readers identify gaps between the model characteristics and their own teaching, case studies that illustrate common teaching problems, discussion questions that encourage critical thinking, and additional readings for further exploration. -Discusses the need to master teaching skills such as collaborative learning, listening, and using technology as well as discipline-specific knowledge. -Advocates for the use of student-learning outcomes to help teachers better evaluate student performance based on their achievement of specific learning goals. -Argues for the development of learning objectives that reflect the core of the discipline‘s theories and applications, strengthen basic liberal arts skills, and infuse ethical and diversity issues. -Discusses how to solicit student feedback and utilize these evaluations to improve teaching. Intended for professional development or teacher training courses offered in masters and doctoral programs in colleges and universities, this book is also an invaluable resource for faculty development centers, college and university administrators, and college teachers of all levels and disciplines, from novice to the most experienced, interested in becoming more effective teachers.

Handbook Of Research On Driving Stem Learning With Educational Technologies

Author : Ramírez-Montoya, María-Soledad
ISBN : 9781522520276
Genre : Education
File Size : 73. 42 MB
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Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The Handbook of Research on Driving STEM Learning With Educational Technologies is an authoritative reference source for the latest scholarly research on the implementation and use of different techniques of instruction in modern classroom settings. Featuring exhaustive coverage on a variety of topics including data literacy, student motivation, and computer-aided assessment, this resource is an essential reference publication ideally designed for academicians, researchers, and professionals seeking current research on emerging uses of technology for STEM education.

Small Teaching

Author : James M. Lang
ISBN : 9781118944493
Genre : Education
File Size : 69. 23 MB
Format : PDF
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"Research into how we learn has opened the door for utilizing cognitive theory to facilitate better student learning. But that's easier said than done. Many books about cognitive theory introduce radical but impractical theories, failing to make the connection to the classroom. In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques & . Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in coursedesign or communication with students."--Publisher's website.

Facilitating Seven Ways Of Learning

Author : James R. Davis
ISBN : 9781579228439
Genre : Education
File Size : 68. 60 MB
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For teachers in higher education who haven’t been able to catch up with developments in teaching and learning, James Davis and Bridget Arend offer an introduction that focuses on seven coherent and proven evidence-based strategies. The underlying rationale is to provide a framework to match teaching goals to distinct ways of learning, based on well-established theories of learning. The authors present approaches that readers can readily and safely experiment with to achieve desired learning outcomes, and build confidence in changing their methods of teaching. Research on learning clearly demonstrates that learning is not one thing, but many. The learning associated with developing a skill is different from the learning associated with understanding and remembering information, which in turn is different from thinking critically and creatively, solving problems, making decisions, or change paradigms in the light of evidence. Differing outcomes involve different ways of learning and teaching strategies. The authors provide the reader with a conceptual approach for selecting appropriate teaching strategies for different types of content, and for achieving specific learning objectives. They demonstrate through examples how a focused and purposeful selection of activities improves student performance, and in the process makes for a more effective and satisfying teaching experience. The core of the book presents a chapter on each of the seven ways of learning. Each chapter offers a full description of the process, illustrates its application with examples from different academic fields and types of institutions, clearly describes the teacher’s facilitation role, and covers assessment and online use. The seven ways of learning are: Behavioral Learning; Cognitive Learning; Learning through Inquiry; Learning with Mental Models; Learning through Groups and Teams; Learning through Virtual Realities; and Experiential Learning. Along the way, the authors provide the reader with a basis for evaluating other approaches to teaching and other learning methodologies so that she or he can confidently go beyond the “seven ways” to adapt or adopt further strategies. This is the ideal companion for teachers who are beginning to explore new ways of teaching, and want to do some serious independent thinking about learning. The book can also be used to prepare graduate students for teaching, and will be welcomed by centers for teaching and learning to help continuing faculty re-examine a particular aspect of their teaching.

Developing Faculty Learning Communities At Two Year Colleges

Author : Susan Sipple
ISBN : 9781579228477
Genre : Education
File Size : 39. 66 MB
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This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Learn Or Die

Author : Edward D. Hess
ISBN : 9780231538275
Genre : Business & Economics
File Size : 74. 94 MB
Format : PDF
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To compete with today's increasing globalization and rapidly evolving technologies, individuals and organizations must take their ability to learn—the foundation for continuous improvement, operational excellence, and innovation—to a much higher level. In Learn or Die, Edward D. Hess combines recent advances in neuroscience, psychology, behavioral economics, and education with key research on high-performance businesses to create an actionable blueprint for becoming a leading-edge learning organization. Learn or Die examines the process of learning from an individual and an organizational standpoint. From an individual perspective, the book discusses the cognitive, emotional, motivational, attitudinal, and behavioral factors that promote better learning. Organizationally, Learn or Die focuses on the kinds of structures, culture, leadership, employee learning behaviors, and human resource policies that are necessary to create an environment that enables critical and innovative thinking, learning conversations, and collaboration. The volume also provides strategies to mitigate the reality that humans can be reflexive, lazy thinkers who seek confirmation of what they believe to be true and affirmation of their self-image. Exemplar learning organizations discussed include the secretive Bridgewater Associates, LP; Intuit, Inc.; United Parcel Service (UPS); W. L. Gore & Associates; and IDEO.

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