Any conversation about effective teaching must begin with a consideration of how students learn. Yet instructors who want to investigate the mechanisms and conditions that promote student learning may find themselves caught between two kinds of resources: Research articles with technical discussions of learning, or books and Web sites with concrete strategies for course design and classroom pedagogy. Texts of the first type are written in accessible language but often leave instructors without a clear sense of why—or even whether—particular strategies promote learning. Neither of these genres offers what many instructors really need—a model of student learning that enables them to make sound teaching decisions. In other words, instructors need a bridge between research and practice, between teaching and learning. This book provides such a bridge.
" Richard Mayer suggests that this book “is the latest advancement in the continuing task of applying the science of learning to education — particularly, college teaching.” That is a key point." - Bob Morris
" The book “How Learning Works: 7 Research-based Principlesfor Smart Teaching” provides an insightful discussion of 7 learningprinciples that all teachers should know and practice. The authorsmanaged to integrate research evidence drawn from the field ofpsychology, education, and cognitive science in a simple man-ner with practical consideration and opportunity for real world application." - Research Gate
" The authors aim to provide "a bridge between research and practice" for teaching and learning, very much in the spirit of Practical Advice Backed by Deep Theories. They concentrate on widely-supported results that are independent of subject matter and environment, so while the discussion is directed towards instructors in K-12 and college classrooms, there are also implications for essentially anyone in a teaching or learning role." - Less Wrong
The Fifth Discipline by Peter Senge was initially published in 1990 and it was widely received and recognized as one of most influential business books. In 1997, the book was identified by Harvard Business Review as one of the seminal management books. It is a bestselling classic that helped revolutionize the
In Teach with Your Strengths, you'll hear from great teachers, many of whom reveal their unorthodox—and sure to be controversial—approaches. You'll gain key insights gleaned from 40 years of research into great teaching. And, you'll take an online assessment that reveals your Signature Themes of talent.
For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their
The core idea of this book is simple: institutions of learning can be designed and run as learning organizations. In other words, schools can be made sustainably vital and creative, not by fiat or command or by regulation or forced rankings, but by adopting a learning orientation. This means involving everyone
In this book, author Doug Lemov offers the essential tools of the teaching craft so that you can unlock the talent and skill waiting in your students, no matter how many previous classrooms, schools, or teachers have been unsuccessful.
Deeper Learning is the process of preparing and empowering students to master essential academic content, think critically and solve complex problems, work collaboratively, com-municate effectively, have an academic mindset, and be self-directed in their education. It fully encompasses the educational goals that, taken together, constitute the foundation for developing the single
Girls need your support, as there is so much in their lives that works against them to succeed academically especially in the science, technology, engineering, and math (STEM) courses. They may not ever want to continue in these courses into college, but they should be given the chance to do well.
In this book, you may be surprised to learn that the brain is designed to do extraordinary mental calculations. We do it every time we catch a ball, or maneuver our car around a pothole in the road. We often do complex calculations, solve complex equations unconsciously, unaware that we sometimes
This book tackles the development of the education model and the reasons why students don't like schools. The education model is teacher-focused, one-size-fits-all, and the student is isolated in the learning process. Yet the students, who have grown up in an interactive digital world, learn differently. Schooled on Google and Wikipedia,
In 2001, The Guardian newspaper launched a competition called “The School I’d Like”. The initiative posed what seemed like a natural and appropriate question at the turn of the new century inviting children of school age to tell how they might change education and their experience of schooling for the better. From
Understanding what students know can help us design our instruction more appropriately, identify and fill gaps, recognize when students are applying what they know inappropriately, and actively work to correct misconceptions.
First, students learn more readily when they can connect what they are learning to what they already know.
However, instructors should not assume that students will immediately or naturally draw on relevant prior knowledge.
Instead, they should deliberately activate students’ prior knowledge to help forge robust links to new knowledge.
Look for patterns of error in student work because students’ misconceptions tend to be shared and produce a consistent pattern of errors.
As an instructor, to activate accurate prior knowledge you can use exercises to generate students’ prior knowledge.
First, because knowledge organizations develop to support the tasks being performed, we should reflect on what activities and experiences students are engaging in to understand what knowledge organizations they are likely to develop.
As an instructor, to reveal and enhance knowledge organizations you can create a concept map to analyze your own knowledge organization.
Learning is a process, not a product. However, because this process takes place in the mind, we can only infer that it has occurred from students’ products or performances.