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.
Author(s): Marsha C. Lovett, Michael W. Bridges, Michele DiPietro, Susan A. Ambrose, Marie K. Norman
Edition: 2
Publisher: Jossey-Bass
Year: 2023
Language: English
Commentary: Publisher's PDF
Pages: 336
City: Hoboken, NJ
Tags: Learning; Psychology; Cognitive Psychology; Best Practices; Pedagogy; Education
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
