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

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John Wiley & Sons, Apr 16, 2010 - Education - 336 pages
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Praise for How Learning Works

"How Learning Works is the perfect title for thisexcellent book. Drawing upon new research in psychology, education,and cognitive science, the authors have demystified a complex topicinto clear explanations of seven powerful learning principles. Fullof great ideas and practical suggestions, all based on solidresearch evidence, this book is essential reading for instructorsat all levels who wish to improve their students' learning."
Barbara Gross Davis, assistant vice chancellor foreducational development, University of California, Berkeley, andauthor, Tools for Teaching

"This book is a must-read for every instructor, new orexperienced. Although I have been teaching for almost thirty years,as I read this book I found myself resonating with many of itsideas, and I discovered new ways of thinking about teaching."
Eugenia T. Paulus, professor of chemistry, NorthHennepin Community College, and 2008 U.S. Community CollegesProfessor of the Year from The Carnegie Foundation for theAdvancement of Teaching and the Council for Advancement and Supportof Education

"Thank you Carnegie Mellon for making accessible what haspreviously been inaccessible to those of us who are not learningscientists. Your focus on the essence of learning combined withconcrete examples of the daily challenges of teaching and cleartactical strategies for faculty to consider is a welcome work. Iwill recommend this book to all my colleagues."
Catherine M. Casserly, senior partner, The CarnegieFoundation for the Advancement of Teaching

"As you read about each of the seven basic learning principlesin this book, you will find advice that is grounded in learningtheory, based on research evidence, relevant to college teaching,and easy to understand. The authors have extensive knowledge andexperience in applying the science of learning to college teaching,and they graciously share it with you in this organized andreadable book."
From the Foreword by Richard E. Mayer, professor ofpsychology, University of California, Santa Barbara; coauthor,e-Learning and the Science of Instruction; and author,Multimedia Learning

 

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Contents

Introduction Bridging Learning Research and Teaching
1
1 Qualities of Prior Knowledge That Help
14
How Does the Way Students Organize Knowledge
40
1 Differences in How Experts and Novices
45
What Factors Motivate Students to Learn?
66
1 Impact ofValue and Expectancy
70
2 Interactive Effects of Environment Efficacy
80
How Do Students Develop Mastery?
91
1 Interactive Effect of Student Development
157
How Do Students Become SelfDirected Learners?
188
1 Cycle of SelfDirected Learning
193
Conclusion Applying the Seven Principles to Ourselves
217
Appendices
225
Exhibits
226
Figure B 1 Sample Concept Map
229
4 Senior Design Project Rubric
239

1 Elements of Mastery
96
What Kinds of Practice and Feedback Enhance
121
1 Cycle of Practice and Feedback
126
2 Unequal Effects of Practice on Performance
135
Why Do Student Development and Course Climate
153
What Are Learning Objectives and
244
Exhibit F 1 Sample Exam Wrapper
253
Appendix H What Is Reader ResponsePeer Review
257
Name Index
285
Copyright

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About the author (2010)

Susan A. Ambrose is Vice Provost for Teaching and Learning and Professor of Education at Northeastern University in Boston, Massachusetts.

Michael W. Bridges is director of faculty development at UPMC St. Margaret Hospital in Pittsburgh, Pennsylvania.

Michele DiPietro is associate director for graduate programs at the Eberly Center and instructor in the Department of Statistics at Carnegie Mellon.

Marsha C. Lovett is associate director for faculty development at the Eberly Center and associate teaching professor in the Department of Psychology at Carnegie Mellon.

Marie K. Norman is a teaching consultant and research associate at the Eberly Center and adjunct professor of anthropology at Carnegie Mellon.

The Eberly Center for Teaching Excellence at Carnegie Mellon University was created in 1982 with a mission to distill the research on learning for faculty and graduate students and to collaborate with them to design and implement meaningful educational experiences. The center's work is based on the idea that combining the science and art of teaching empowers college faculty to create the conditions for students to learn and, through this learning, transform their world.

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