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Applies the theoretical concepts from Gagne's THE CONDITIONS OF LEARNING AND THEORY OF INSTRUCTION, FOURTH EDITION, to workplace training. Advocates nine events of instruction that should be employed in every complete act of learning. Provides a strong theoretical and research emphasis. Case studies have been selected from real-world military, government, and private sector settings. The most recent research and references in the field are cited.
This book seeks to answer the question, what factors really can make a difference to instruction? A serious consideration of practical knowledge of learning must go beyond the most general principles of the learning process, such as contiguity and reinforcement. Learning results in retained dispositions which have different properties which the author calls capabilities. Their five main varieties are called intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. The second theme relating to the factors that make a difference to instruction my be identified as the events of learning. The book is addressed to a fairly broad student audience.
Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world—together with their practical applications in educational contexts. Reflecting Marton’s whole lifetime's work, the unique and significant contribution of this book is to offer an evidence-based answer to the questions "How do we make novel meanings our own?" and "How do we learn to see things in more powerful ways?" The presentation makes use of hundreds of empirical studies carried out in Europe and Asia which build on the theory. The line of reasoning and the way in which the examples are put together is consistent with the theory—it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.
This is a book for teachers that explores Brian Cambourne's Conditions of Learning and the Processes That Empower Learning, incorporating abundant examples of the ways teachers implement the conditions to lead to durable learning. Written by Debra Crouch and Brian Cambourne, this is the primary source of insight and information about the Conditions of Learning.
This book is about education as a communicative process, about how knowledge is presented, received, controlled, understood and misunderstood by teachers and children in the classroom.
This is a book about human learning, intended to be useful to teachers and prospective teachers. The contents of this book will provide a framework that can serve well in organizing thought and the accumulation of knowledge about teaching. Learning is described in terms of the information processing model of learning and memory. This model posits a number of internal processes that are subject to the influence of external events. The book should find its greatest usefulness in undergraduate courses in educational psychology and as an adjunct to graduate offerings in this subject. It might also be used as a supplementary text in courses in human learning, instructional methods, instructional design, and educational technology as well for the continuing education of teachers.
Applies the theoretical concepts from Gagne's THE CONDITIONS OF LEARNING AND THEORY OF INSTRUCTION, FOURTH EDITION, to workplace training. Advocates nine events of instruction that should be employed in every complete act of learning. Provides a strong theoretical and research emphasis. Case studies have been selected from real-world military, government, and private sector settings. The most recent research and references in the field are cited.
Whilst most teachers are skilled in providing opportunities for the progression of children’s learning, it is often without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are better equipped to provide effective experiences and situations which are more likely to lead to lasting attainment. Now fully updated, Ways of Learning seeks to provide an understanding of the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: An overview of learning Behaviourism and the beginning of theory Cognitive and constructivist learning Multiple intelligences Learning styles Difficulties with learning The influence of neuro-psychology Relating theory to practice The third edition of this book includes developments in areas covered in the first and second editions, as well as expanding on certain topics to bring about a wider perspective; most noticeably a newly updated and fully expanded chapter on the influence of neuro-educational research. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers, and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.