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.
|Publisher:||Norton, W. W. & Company, Inc.|
|Edition description:||New Edition|
|Product dimensions:||6.10(w) x 9.10(h) x 0.70(d)|
About the Author
Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate School of Education and holds the Nomellini-Olivier Chair in Educational Technology. He is an award-winning learning scientist, who also spent eight years teaching secondary school in Los Angeles and Kaltag, Alaska. His special niche is the ability to produce novel and effective learning activities that also test basic hypotheses about how people learn.
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.
Table of Contents
A is for Analogy: Finding the general principle 1
B is for Belonging: Silencing anxiety and buying in 12
C is for Contrasting Cases: Discerning critical information 26
D is for Deliberate Practice: Becoming an expert 39
E is for Elaboration: Making memories meaningful 52
F is for Feedback: Supporting self-improvement 64
G is for Generation: Building lasting memories 78
H is for Hands On: Recruiting the body's intelligence 86
I is for Imaginative Play: Developing cognitive control 102
J is for Just-in-Time Telling: Making lectures and readings work 114
K is for Knowledge: Essay on efficiency and innovation in knowledge 129
L is for Listening and Sharing: Learning more together than alone 140
M is for Making: Producing interest and practical knowledge 153
N is for Norms: Cultivating the rules of the game 166
O is for Observation: Imitating feelings and procedures 180
P is for Participation: Getting into the game 193
Q is for Question Driven: Creating a reason to inquire 206
R is for Reward: Motivating behavior 220
S is for Self Explanation: Going beyond the information given 234
T is for Teaching: Taking responsibility for others' understanding 249
U is for Undoing: Overcoming misconceptions and misplaced reasoning 260
V is for Visualization: Inventing structure for complex information 277
W is for Worked Examples: Acquiring skills and procedures 293
X is for eXcitement: Turning up attention and arousal 305
Y is for Yes I Can: Increasing self efficacy 317
Z is for ZZZs: Consolidating the memories of the day 331
Figure Credits 343
The ABC Animals 347
Problem-Focused Index 349