The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them
Description
An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyze 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, psychology students, and simply curious folks interested in improving their own learning.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 humor, 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 behaviorism (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.
Product Details
Price
$31.63
Publisher
W. W. Norton & Company
Publish Date
July 26, 2016
Pages
384
Dimensions
6.1 X 1.0 X 9.1 inches | 1.4 pounds
Language
English
Type
Paperback
EAN/UPC
9780393709261
BISAC Categories:
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About the Author
Daniel L. Schwartz is the dean of the Stanford University Graduate School of Education and holds the Nomellini-Olivier Chair in Educational Technology.
Jessica M. Tsang, PhD, is a researcher and instructor at Stanford University's Graduate School of Education who studies how to design instruction that naturally recruits students' native capacities for learning and understanding. Her interdisciplinary research bridges between cognitive neuroscience and the design of effective classroom practices. She has previously worked in the fields of education philanthropy, urban school reform, and educational media technology.
Kristen P. Blair, PhD, is a Senior Research Scholar and Instructor at Stanford University's Graduate School of Education. She develops technologies to support students' learning in math and science, and she studies child development and learning in classroom and in family contexts. She holds a PhD in Learning Sciences and Technology Design and a BS in Mathematical and Computational Science, both from Stanford University.
Reviews
Daniel Schwartz and his co-authors have developed an easy-to-understand, easy-to-use synthesis of the learning literature without oversimplifying the complexity of the teaching and learning process. I am particularly impressed with the inclusion of multiple examples, potential risks, and possible misapplications, along with the acknowledgement that no one technique, by itself, will likely work in every situation. This book does a wonderful job introducing usable knowledge that can be flexibly applied by those seeking to encourage learning.-- (09/22/2016)
A uniquely actionable new book of learning sciences principles that can improve teaching and learning.... [E]very teacher and student can benefit.-- (10/03/2016)
The book serves as a much-needed bridge between new revelations in the science of learning and everyday classroom practices. Each section is accessible, concise and well-stocked with primary references and resources.-- (10/03/2016)
A uniquely actionable new book of learning sciences principles that can improve teaching and learning.... [E]very teacher and student can benefit.-- (10/03/2016)
The book serves as a much-needed bridge between new revelations in the science of learning and everyday classroom practices. Each section is accessible, concise and well-stocked with primary references and resources.-- (10/03/2016)
