How People Learn: Brain, Mind, Experience, and School

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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 methods--to help children learn most effectively?

This book offers exciting new research about the mind and the brain that provides answers to these and other questions. 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.

If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science. In that light, this book will be of significant professional interest to teachers, education policymakers and administrators, and curriculum developers.

 

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LibraryThing Review

Reseña de usuario  - kaitanya64 - LibraryThing

I should really give this four stars, but the first two or three chapters of this book are written in unreadable, clumsy jargon, so I'm being punitive. However, once it gets into reports and ... Leer reseña completa

Reseña de usuario  - Overstock.com

Great book and quick delivery. Leer reseña completa

Índice

Introduction
5
FRAMING THE AGENDA
6
PLAN OF THE REPORT
9
Key Findings
10
IMPLICATIONS FOR TEACHING
15
BRINGING ORDER TO CHAOS
18
DESIGNING CLASSROOM ENVIRONMENTS
19
APPLYING THE DESIGN FRAMEWORK TO ADULT LEARNING
23
RESEARCH AND DEVELOPMENT OF EDUCATIONAL MATERIALS
35
RESEARCH ON PRESERVICE AND INSERVICE EDUCATION
45
RESEARCH ON EDUCATION POLICY
52
PUBLIC OPINION AND THE MEDIA
57
BEYOND HOW PEOPLE LEARN
58
COMMUNICATING RESEARCH KNOWLEDGE
62
CONCLUSION
63
References
65

Responses from the Education and Policy Communities
25
RESPONSES FROM THE POLICY COMMUNITY
27
Proposing a Research and Development Agenda
30
OVERARCHING THEMES
32
Meeting Participants
71
Biographical Sketches
74
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Página 2 - These three core findings are: 1) students come to the classroom with preconceptions about how the world works; if their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom...

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