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In book 1b of the Dung Beetle Learning series, Mummy takes John and Susan out of their local school to be re-educated at home, and introduce to their young minds a new, alternative world view. In order to do so, mummy will ground all learning in a feelings-based outlook, free of any actual facts or skills, and re-evaluate core subjects such as mathematics, religion, philosophy and art.
In the tradition of The Power of Habit and Thinking, Fast and Slow comes a practical, playful, and endlessly fascinating guide to what we really know about learning and memory today—and how we can apply it to our own lives. From an early age, it is drilled into our heads: Restlessness, distraction, and ignorance are the enemies of success. We’re told that learning is all self-discipline, that we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual if we want to ace that test, memorize that presentation, or nail that piano recital. But what if almost everything we were told about learning is wrong? And what if there was a way to achieve more with less effort? In How We Learn, award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we are all learning quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming. Is a dedicated desk in a quiet room really the best way to study? Can altering your routine improve your recall? Are there times when distraction is good? Is repetition necessary? Carey’s search for answers to these questions yields a wealth of strategies that make learning more a part of our everyday lives—and less of a chore. By road testing many of the counterintuitive techniques described in this book, Carey shows how we can flex the neural muscles that make deep learning possible. Along the way he reveals why teachers should give final exams on the first day of class, why it’s wise to interleave subjects and concepts when learning any new skill, and when it’s smarter to stay up late prepping for that presentation than to rise early for one last cram session. And if this requires some suspension of disbelief, that’s because the research defies what we’ve been told, throughout our lives, about how best to learn. The brain is not like a muscle, at least not in any straightforward sense. It is something else altogether, sensitive to mood, to timing, to circadian rhythms, as well as to location and environment. It doesn’t take orders well, to put it mildly. If the brain is a learning machine, then it is an eccentric one. In How We Learn, Benedict Carey shows us how to exploit its quirks to our advantage.
“There are words that are so familiar they obscure rather than illuminate the thing they mean, and ‘learning’ is such a word. It seems so ordinary, everyone does it. Actually it’s more of a black box, which Dehaene cracks open to reveal the awesome secrets within.”--The New York Times Book Review An illuminating dive into the latest science on our brain's remarkable learning abilities and the potential of the machines we program to imitate them The human brain is an extraordinary learning machine. Its ability to reprogram itself is unparalleled, and it remains the best source of inspiration for recent developments in artificial intelligence. But how do we learn? What innate biological foundations underlie our ability to acquire new information, and what principles modulate their efficiency? In How We Learn, Stanislas Dehaene finds the boundary of computer science, neurobiology, and cognitive psychology to explain how learning really works and how to make the best use of the brain’s learning algorithms in our schools and universities, as well as in everyday life and at any age.
From an early age, we are told that restlessness, distraction, and ignorance are the enemies of success. Learning is all self-discipline, so we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual. But what if almost everything we were told about learning is wrong? And what if there was a way to achieve more with less effort? Here, award-winning science reporter Benedict Carey sifts through decades of education research to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we all learn quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming. Is a dedicated desk in a quiet room really the best way to study? Can altering your routine improve your recall? Are there times when distraction is good? Is repetition necessary? Carey's search for answers to these questions yields a wealth of strategies that make learning more a part of our everyday lives--and less of a chore.--From publisher description.
The Things We Learn When We’re Dead is about how small decisions can have profound and unintended consequences, but how we can sometimes get a second chance. On the way home from a dinner party, Lorna Love steps into the path of an oncoming car. When she wakes up she is in what appears to be a hospital – but a hospital in which her nurse looks like a young Sean Connery, she is served wine for supper, and everyone avoids her questions. It soon transpires that she is in Heaven, or on HVN, because HVN is a lost, dysfunctional spaceship, and God the aging hippy captain. She seems to be there by accident... or does God have a higher purpose after all? Despite that, The Things We Learn When We’re Dead is neither sci-fi nor fantasy. It is a book about memory and how, if we could remember things slightly differently, would we also be changed? In HVN, Lorna can at first remember nothing. But as her memories return – some good, some bad – she realises that she has decisions to make and that, maybe, she can find a way back home.
Having published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic dimensions and types of learning What happens when intended learning does not take place The connections between learning and personal development Learning in the competition state How We Learn spans from a basic grounding of the fundmental structure and dimensions of learning and different learning types, to a detailed exploration of the differing situations and environments in which learning takes place. These include learning in different life stages, learning in the late modern competition society, and the crucial topic of learning barriers. Transformative learning, identity, the concept of competencies, workplace learning, non-learning and the interaction between learning and the educational approaches of the competition state are also examined. Forming the broadest basic reader on the topic of human learning, this revised edition is integral reading for all those who deal with learning and teaching in practice. Particularly interested will be MA and doctoral students of education as well as university and school based teachers.
Selected as one of NPR's Best Books of 2016, this book offers superior learning tools for teachers and students, from A to Z. 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.
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Educational practice does not, for the most part, rely on research findings. Instead, there’s a preference for relying on our intuitions about what’s best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: Evidence-based education and the science of learning Basics of human cognitive processes Strategies for effective learning Tips for students, teachers, and parents. Written by "The Learning Scientists" and fully illustrated by Oliver Caviglioli, Understanding How We Learn is a rejuvenating and fresh examination of cognitive psychology's application to education. This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom.
An encyclopedia designed especially to meet the needs of elementary, junior high, and senior high school students.