How Learning Works Eight Research Based Principles for Smart Teaching 2nd Edition by Marsha Lovet, Michael Bridges, Michele DiPietro, Susan Ambrose, Marie Norman 1119861691 9781119861690
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How Learning Works Eight Research Based Principles for Smart Teaching 2nd Edition by Marsha Lovet, Michael Bridges, Michele DiPietro, Susan Ambrose, Marie Norman – Ebook PDF Instant Download/Delivery: 1119861691, 9781119861690
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Product details:
ISBN 10: 1119861691
ISBN 13: 9781119861690
Author: Marsha C. Lovett; Michael W. Bridges; Michele DiPietro; Susan A. Ambrose; Marie K. Norman
Apply these eight learning principles for more effective teaching
As educators in the ever-evolving landscape of higher education, we are continuously challenged to keep our courses effective, engaging, relevant, and inclusive. The updated and expanded second edition of How Learning Works can help! It incorporates the latest research, provides a wider range of strategies, and adds a new principle to your toolkit.
Readers will find eight essential learning principles that distill the overwhelming research literature into:
- Real-world teaching and learning scenarios
- Examples that reflect a diverse set of teaching environments and learner populations
- 150 practical strategies you can apply to your teaching context
With these practical, broadly applicable insights, you can:
- Understand why your successful teaching approaches work
- Solve common teaching and learning problems
- Adapt your teaching to new modalities (e.g., online, hybrid) and challenges
- Ground your innovations in evidence-based practice
Based on research from cognitive psychology, developmental psychology, education, anthropology, and more–this book makes learning work…for you and your students.
How Learning Works Eight Research Based Principles for Smart Teaching 2nd Table of contents:
CHAPTER 1: Why Do Students’ Identities and Stages of Development Matter for Learning?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT INDIVIDUAL DIFFERENCES?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
CHAPTER 2: How Does Students’ Prior Knowledge Affect TheirLearning?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT PRIOR KNOWLEDGE?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
CHAPTER 3: How Does the Way Students Organize Knowledge Affect Their Learning?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT KNOWLEDGE ORGANIZATION?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
CHAPTER 4: What Factors Motivate Students to Learn?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT MOTIVATION?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
CHAPTER 5: How Do Students Develop Mastery?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT MASTERY?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
CHAPTER 6: What Kinds of Practice and Feedback Enhance Learning?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT PRACTICE?
WHAT DOES THE RESEARCH TELL US ABOUT FEEDBACK?
WHAT DOES THE RESEARCH TELL US ABOUT ACTIVE LEARNING?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
CHAPTER 7: Why Does Course Climate Matter for Student Learning?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT COURSE CLIMATE?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
CHAPTER 8: How Do Students Become Self‐Directed Learners?
WHAT IS GOING ON IN THESE TWO STORIES?
WHAT PRINCIPLE OF LEARNING IS AT WORK HERE?
WHAT DOES THE RESEARCH TELL US ABOUT METACOGNITION?
WHAT STRATEGIES DOES THE RESEARCH SUGGEST?
SUMMARY
Conclusion: Applying the Eight Principles to Ourselves
APPENDIX A: What Are Instructor Self‐Assessments/Reflections and How Can We Use Them?
ASSUMPTIONS ABOUT EXPERIENCE/KNOWLEDGE
ASSUMPTIONS ABOUT ABILITY
ASSUMPTIONS ABOUT IDENTITY AND VIEWPOINT
ASSUMPTIONS INFLUENCING ATTRIBUTIONS
APPENDIX B: What Are Ground Rules and How Can We Use Them?
APPENDIX C: What Are Student Self‐Assessments and How Can We Use Them?
APPENDIX D: What Are Concept Maps and How Can We Use Them?
APPENDIX E: What Are Rubrics and How Can We Use Them?
APPENDIX F: What Are Learner Checklists and How Can We Use Them?
APPENDIX G: What Are Learning Objectives and How Can We Use Them?
APPENDIX H: What Are Active Learning Strategies and How Can We Use Them?
APPENDIX I: What Are Reader Responses/Peer Reviews and How Can We Use Them?
APPENDIX J: What Are Exam Wrappers and How Can We Use Them?
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