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This book examines how children learn from different methods of instruction. It profiles methods such as feedback, guided exploration, cognitive apprenticeship, problem-based learning, and teaching of problem-solving strategies that allow learners to take what they have learned and apply it to new situations. Readers are exposed to what research has to say about teaching for meaningful learning and learn how to apply this information to their own teaching. Introduction to Teaching for Meaningful Learning; Teaching by Giving Productive Feedback; Teaching by Providing Concreteness, Activity, and Familiarity; Teaching by Explaining Examples; Teaching by Guiding Cognitive Processing During Learning; Teaching by Fostering Learning Strategies; Teaching by Fostering Problem-Solving Strategies; Teaching by Creating Cognitive Apprenticeship in Classrooms; Teaching by Priming Students' Motivation to Learn.
Covering the latest advanced in the field, this brief, easy-to-read introduction to educational psychology focuses on learning and teaching in subject areas and on helping students develop specific cognitive processes that are required to accomplish real academic tasks. Shows how psychological theories and research influence the development of better instructional practices and how real instructional problems influence the development of better psychological theories and research. Deals with the educational psychology of five major subject areas -- reading fluency, reading comprehension, writing, mathematics, and science. Includes three to six major cognitive processes involved in mastering the subject area in each chapter. Analyzes the types of knowledge that are needed to perform academic tasks in the domain in several chapters. Provides concrete examples and connections between cognitive research and practical educational problems. Covers the core advances in educational psychology. For educators at all levels.
How do people learn? How can instruction promote learning? This new book by a noted scholar thoroughly and succinctly answers these two fundamental educational psychology questions. The author focuses on the "big" ideas, preferring that readers understand a few exemplary ideas deeply, rather than numerous ideas superficially. The book uses clear definitions, concrete examples, and a conversational writing style that easily engages readers by addressing them directly. Coverage is organized around two "sides" of the educational "coin:" learning in subject areas and instructional methods that foster meaningful learning; and explaining what research says about the learning/teaching process. For professionals in the field of Education Psychology.
Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.
"Welcome to the eleventh edition of our text. As in all fields, educational psychology rapidly advances, and our goal in this edition is to capitalize on these advances to produce a book that meets three goals: to provide the most conceptually sound theory possible, to include up-to-date research, and to prepare a text that provides the most concrete and specific suggestions in the field for applying the content of Educational Psychology in PreK-12 classrooms. Upon the advice of Kevin Davis, our editor, to reflect the third goal and symbolize an essential thrust of our text, we have changed its name to Using Educational Psychology in Teaching. Many students can describe and explain the topics included in an educational psychology text, but far fewer know how, as teachers, to apply these topics to increase their students' learning. We attempt to reach our third goal above in several ways. First, we introduce each chapter with a case study in which a teacher is applying the content of the chapter to increase student learning and development. We then integrate the case studies throughout the chapters in attempts to make the content of each meaningful for readers and further illustrate how educational psychology can be used in teaching to increase student learning. We expand on this process by including one or more sections in each chapter titled "Using Educational Psychology in Teaching: Suggestions for Applying . . . with Your Students." In these sections we include specific suggestions for applying, for instance, Vygotsky's theory of cognitive development, social-emotional learning, culturally responsive teaching, universal design for learning, social constructivist views of learning, theories of motivation, formative assessment, and so on, in classrooms. We then illustrate each of these suggestions with concrete examples taken from the real world of PreK-12 teaching. As a further illustration, the video episodes on which the case studies integrated throughout chapters 2, 9, 11, 13, and 14 are based are included with the MyLab Education component that accompanies this text. These episodes show the actual classroom lessons and provide students with authentic, real-world insights into learning and teaching, and they will hopefully make the written case studies and chapter content more meaningful for readers. In addition to these specific suggestions we include Classroom Connections, which provide additional suggestions for applying the content of each section at the elementary, middle school, and high school levels, and we include Developmentally Appropriate Practice sections in each chapter that offer suggestions for adapting the content for different developmental levels.Also, in each chapter we include two, three, or four Application Exercises, placed throughout the chapter, that ask readers to apply the chapter content to the real world of teaching. A total of 47 exercises are included in the book's 15 chapters, 38 of which are based on video episodes of approximately five minutes or less, leaving 9 that are based on written case studies. Feedback for all the Application Exercises is included. In the eText we include Video Examples, ranging from approximately 40 seconds to 2 minutes in length, that provide brief, concrete illustrations of the chapter content. The Video Examples are placed next to the topics they illustrate"--
The primary goal of instructional design is improving the quality of learning and instruction. Instructional designers have focused on a number of areas of critical concern and developed a variety of techniques to achieve this goal (Reigeluth, 1983, 1999). Critical areas of concern for those who plan, implement and manage instruction include (a) needs assessment (identifying gaps or deficiencies in knowledge and performance to be addressed in instruction); (b) task analysis (identifying the types of knowledge, skills and attitudes to be developed during instruction); (c) learner analysis (determining who the learners are, what they know, relevant differences, etc. ); (d) instructional strategies (developing strategies appropriate for the task and learners involved); and (e) assessment and evaluation (determining how to assess individual progress and evaluate programs). There are many books already in print that treat the general domain of instructional design, as well as texts that target each of these areas of concerns. Why then another book on these issues? There are several answers to this question. Many of the available books treat instruction as a formal process that proceeds according to specific and detailed instructional systems development models (see, for example, Dick, Carey & Carey, 2005). Indeed, the US military has created a series of handbooks specifying details of the various instructional development processes (see Department of Defense, 1999).
In this workbook companion, we expand on the strategies presented in the book by supplying need-based practical and specific strategies for implementation of a variety of other subject matters. The book provides contributions from a mix of teacher educators and practitioners. We focus on a specific targeted group, high school age adolescents. Our targeted readers are new and experienced teachers developing curricula for this group.
The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload. The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including: Group cognition as a foundation for learning Metacognitive control of learning and remembering Higher education course development using open education resources Designing a technology-oriented teacher professional development model Supporting student collaboration with digital video tools Teaching and learning through social annotation practices The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.
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