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Book
xvi, 367 pages : illustrations ; 24 cm.
An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyse learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers and psychology students. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humour and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviourism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.
(source: Nielsen Book Data)9780393709261 20160906
Education Library (Cubberley), Engineering Library (Terman)
EDUC-280-01, ENGR-295-01, PHYSICS-295-01
Book
xvi, 367 pages : illustrations ; 23 cm.
  • A is for analogy : finding the general principle
  • B is for belonging : silencing anxiety and buying in
  • C is for contrasting cases : discerning critical information
  • D is for deliberate practice : becoming an expert
  • E is for elaboration : making memories meaningful
  • F is for feedback : supporting self-improvement
  • G is for generation : building lasting memories
  • H is for hands on : recruiting the body's intelligence
  • I is for imaginative play : developing cognitive control
  • J is for just-in-time telling : making lectures and readings work
  • K is for knowledge : essay on efficiency and innovation in knowledge
  • L is for listening and sharing : learning more together than alone
  • M is for making : producing interest and practical knowledge
  • N is for norms : cultivating the rules of the game
  • O is for observation : imitating feelings and procedures
  • P is for participation : getting into the game
  • Q is for question driven : creating a reason to inquire
  • R is for reward : motivating behavior
  • S is for self-explanation : going beyond the information given
  • T is for teaching : taking responsibility for others' understanding
  • U is for undoing : overcoming misconceptions and misplaced reasoning
  • V is for visualization : inventing structure for complex information
  • W is for worked examples : acquiring skills and procedures
  • X is for eXcitement : turning up attention and arousal
  • Y is for yes I can : increasing self-efficacy
  • Z is for ZZZs : consolidating the memories of the day.
An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyse learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers and psychology students. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humour and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviourism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.
(source: Nielsen Book Data)9780393709261 20170123
Engineering Library (Terman)
EDUC-280-01
Book
xxii, 301 p. : ill. ; 24 cm.
  • List of Figures, Tables, and Exhibits. Foreword ( Richard E. Mayer ). Acknowledgments. About the Authors. Introduction Bridging Learning Research and Teaching Practice. 1 How Does Students' Prior Knowledge Affect Their Learning? 2 How Does the Way Students Organize Knowledge Affect Their Learning? 3 What Factors Motivate Students to Learn? 4 How Do Students Develop Mastery? 5 What Kinds of Practice and Feedback Enhance Learning? 6 Why Do Student Development and Course Climate Matter for Student Learning? 7 How Do Students Become Self-Directed Learners? Conclusion Applying the Seven Principles to Ourselves. Appendices. Appendix A What Is Student Self-Assessment and How Can We Use It? Appendix B What Are Concept Maps and How Can We Use Them? Appendix C What Are Rubrics and How Can We Use Them? Appendix D What Are Learning Objectives and How Can We Use Them? Appendix E What Are Ground Rules and How Can We Use Them? Appendix F What Are Exam Wrappers and How Can We Use Them? Appendix G What Are Checklists and How Can We Use Them? Appendix H What Is Reader Response/Peer Review and How Can We Use It? References. Name Index. Subject Index.
  • (source: Nielsen Book Data)9780470484104 20160604
Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
(source: Nielsen Book Data)9780470484104 20160604
Engineering Library (Terman), Marine Biology Library (Miller), Science Library (Li and Ma)
EDUC-280-01, ENGR-295, PHYSICS-295-01, BIO-296-01
Book
xxii, 301 p. : ill. ; 24 cm.
  • List of Figures, Tables, and Exhibits. Foreword ( Richard E. Mayer ). Acknowledgments. About the Authors. Introduction Bridging Learning Research and Teaching Practice. 1 How Does Students' Prior Knowledge Affect Their Learning? 2 How Does the Way Students Organize Knowledge Affect Their Learning? 3 What Factors Motivate Students to Learn? 4 How Do Students Develop Mastery? 5 What Kinds of Practice and Feedback Enhance Learning? 6 Why Do Student Development and Course Climate Matter for Student Learning? 7 How Do Students Become Self-Directed Learners? Conclusion Applying the Seven Principles to Ourselves. Appendices. Appendix A What Is Student Self-Assessment and How Can We Use It? Appendix B What Are Concept Maps and How Can We Use Them? Appendix C What Are Rubrics and How Can We Use Them? Appendix D What Are Learning Objectives and How Can We Use Them? Appendix E What Are Ground Rules and How Can We Use Them? Appendix F What Are Exam Wrappers and How Can We Use Them? Appendix G What Are Checklists and How Can We Use Them? Appendix H What Is Reader Response/Peer Review and How Can We Use It? References. Name Index. Subject Index.
  • (source: Nielsen Book Data)9780470484104 20160604
Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
(source: Nielsen Book Data)9780470484104 20160604
Engineering Library (Terman)
EDUC-280-01, ENGR-295-01, PHYSICS-295-01
Book
xvi, 184 pages : illustrations ; 25 cm.
  • PARTS I-IV: Overview of the Landscape of Scientific Teaching and its Three Facets: Active Learning, Assessment, and Diversity PART V: Putting Scientific Teaching to Work by Helping the Reader Build a Framework for Instructional Materials that Focus on What Students Will Learn PART VI: Strategies to Enlist Collegial Support and Integrate Scientific Teaching into Faculty Culture.
  • (source: Nielsen Book Data)9781429201889 20160619
Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science. It provides a well-researched and tested distillation of key findings from education, learning, and cognitive psychology in six chapters of accessible research points and practical classroom examples.
(source: Nielsen Book Data)9781429201889 20160619
Engineering Library (Terman)
EDUC-280-01, ENGR-295-01, PHYSICS-295-01