How Learning Works: Eight Research-Based Principles for Smart Teaching

Cover
Title Page
Copyright Page
Contents
List of Figures, Tables, and Exhibits
Foreword to the First Edition: Applying the Science of Learning to College Teaching
Acknowledgments
About the Authors
Preface to the Second Edition
Introduction: Bridging Learning Research and Teaching Practice
	What Is Learning?
	Our Principles of Learning
	What Makes These Principles Powerful?
	Intended Audiences
	How to Read This Book
	Note
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?
		Identity Characteristics
		Levels of Development: Social Identity Development and Intellectual Development
		Asset-Based Approaches
	What Strategies Does the Research Suggest?
		Strategies to Address Awareness and Self-Reflection
		Strategies to Address Students’ Identities
		Strategies to Address Developmental Stages
		Strategies to Address Margin, Power, and Load
	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?
		Activating Prior Knowledge
		Accurate But Insufficient Prior Knowledge
		Inappropriate Prior Knowledge
		Inaccurate Prior Knowledge
	What Strategies Does the Research Suggest?
		Strategies to Gauge the Extent and Nature of Students’ Prior Knowledge
		Strategies to Activate Accurate Prior Knowledge
		Strategies to Address Insufficient Prior Knowledge
		Strategies to Help Students Recognize Inappropriate Prior Knowledge
		Strategies to Correct Inaccurate Knowledge
	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?
		Knowledge Organization: Form Fits Function
		Experts’ Versus Novices’ Knowledge Organizations: The Density of Connections
		Experts’ Versus Students’ Knowledge Structures: The Nature of the Connections
	What Strategies Does the Research Suggest?
		Strategies to Reveal and Enhance Knowledge Organizations
	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?
		Goals
		Value
		Self-Determination
		Expectancies
		Adult Learners
		How Perceptions of the Environment Affect the Interaction of Value and Expectancies
	What Strategies Does the Research Suggest?
		Strategies to Establish Value
		Strategies That Help Students Build Positive Expectancies
		Strategies That Address Value and Expectancies
	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?
		Expert Blind Spot
		Acquiring Component Skills
		Integrating Skills
		Application
	What Strategies Does the Research Suggest?
		Strategies to Expose and Reinforce Component Skills
		Strategies to Build Fluency and Facilitate Integration
		Strategies to Facilitate Transfer
	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?
		Focusing Practice on a Specific Goal or Criterion
		Identifying the Appropriate Level of Challenge for Practice
		Accumulating Practice
	What Does the Research Tell Us About Feedback?
		Communicating Progress and Directing Subsequent Effort
		Timing Feedback Appropriately
	What Does the Research Tell Us About Active Learning?
	What Strategies Does the Research Suggest?
		Strategies That Address the Need for Goal-Directed Practice
		Strategies That Address the Need for Targeted Feedback
	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?
		Belonging
		Tone
		Content
		Presence and Immediacy
	What Strategies Does the Research Suggest?
		Strategies to Foster a Strong Sense of Belonging
		Strategies to Ensure That Course Tone Is Positive and Supportive
		Strategies to Make Course Content More Inclusive
		Strategies to Foster a Sense of Presence
	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?
		Assessing the Task at Hand
		Evaluating One’s Own Strengths and Weaknesses
		Planning an Appropriate Approach
		Applying Strategies and Monitoring Performance
		Reflecting On and Adjusting One’s Approach
		Beliefs About Intelligence and Learning
	What Strategies Does the Research Suggest?
		Strategies to Promote Assessing the Task at Hand
		Strategies to Promote Evaluating One’s Own Strengths and Weaknesses
		Strategies to Promote Planning an Appropriate Approach
		Strategies to Promote Applying Strategies and Monitoring Performance
		Strategies to Promote Reflecting On and Adjusting One’s Approach
		Strategies to Promote Productive Beliefs About Intelligence and Learning
		General Strategies to Promote Metacognition
	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?
References
Index of Names
Index
EULA