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- Broschiertes Buch
This accessible guide shows how to integrate effective, research-backed strategies for learning into classroom practice. With clear illustrations, the book explores what constitutes good evidence for learning and teaching strategies, how to make evidence-based judgments and how to apply findings from cognitive psychology to the classroom.
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This accessible guide shows how to integrate effective, research-backed strategies for learning into classroom practice. With clear illustrations, the book explores what constitutes good evidence for learning and teaching strategies, how to make evidence-based judgments and how to apply findings from cognitive psychology to the classroom.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 166
- Erscheinungstermin: 16. August 2018
- Englisch
- Abmessung: 246mm x 172mm x 12mm
- Gewicht: 358g
- ISBN-13: 9781138561724
- ISBN-10: 113856172X
- Artikelnr.: 52913750
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 166
- Erscheinungstermin: 16. August 2018
- Englisch
- Abmessung: 246mm x 172mm x 12mm
- Gewicht: 358g
- ISBN-13: 9781138561724
- ISBN-10: 113856172X
- Artikelnr.: 52913750
Yana Weinstein is Assistant Professor of Psychology at University of Massachusetts Lowell, USA. Yana is co-founder of The Learning Scientists, http://www.learningscientists.org/, a project whose goal is to make scientific research on learning more accessible to students, teachers, and other educators. Yana tweets as @doctorwhy. Megan Sumeracki (formerly Smith) is Assistant Professor of Psychology at Rhode Island College, USA. Megan is co-founder of The Learning Scientists, where she aims to increase the use of effective study and teaching strategies that are backed by research. Megan tweets as @DrSumeracki. Oliver Caviglioli was a principal of a special school for a decade, before co-creating the HOW2s- visual guides to evidence-based teaching techniques. More recently, Oliver has used a variety of visual formats in different contexts: hand-drawn sketchnotes, digital diagrams, infographics, live hand-drawn conference notes and posters. Oliver is busy on Twitter as @olicav.
Acknowledgments Author Profile Illustrator Profile Part 1 Evidence-Based
Education and the Science of Learning Chapter 1: Communication Breakdown
Between Science and Practice in Education Chapter 2: Different Types of
Evidence in Education Chapter 3: Is Intuition the Enemy of Teaching and
Learning? Chapter 4: Pervasive Misunderstandings About Learning: How They
Arise, and What We Can Do Part 2 Basics of Human Cognitive Processes
Chapter 5: Perception Chapter 6: Attention Chapter 7: Memory Part 3
Strategies for Effective Learning Introduction Chapter 8: Planning
Learning: Spaced Practice and Interleaving Chapter 9: Development of
Understanding Chapter 10: Reinforcement of Learning: Retrieval Practice
Part 4 Tips for Teachers, Students, and Parents Chapter 11: Tips for
Teachers Chapter 12: Tips for Students Chapter 13: Tips for Parents
Glossary
Education and the Science of Learning Chapter 1: Communication Breakdown
Between Science and Practice in Education Chapter 2: Different Types of
Evidence in Education Chapter 3: Is Intuition the Enemy of Teaching and
Learning? Chapter 4: Pervasive Misunderstandings About Learning: How They
Arise, and What We Can Do Part 2 Basics of Human Cognitive Processes
Chapter 5: Perception Chapter 6: Attention Chapter 7: Memory Part 3
Strategies for Effective Learning Introduction Chapter 8: Planning
Learning: Spaced Practice and Interleaving Chapter 9: Development of
Understanding Chapter 10: Reinforcement of Learning: Retrieval Practice
Part 4 Tips for Teachers, Students, and Parents Chapter 11: Tips for
Teachers Chapter 12: Tips for Students Chapter 13: Tips for Parents
Glossary
Acknowledgments Author Profile Illustrator Profile Part 1 Evidence-Based
Education and the Science of Learning Chapter 1: Communication Breakdown
Between Science and Practice in Education Chapter 2: Different Types of
Evidence in Education Chapter 3: Is Intuition the Enemy of Teaching and
Learning? Chapter 4: Pervasive Misunderstandings About Learning: How They
Arise, and What We Can Do Part 2 Basics of Human Cognitive Processes
Chapter 5: Perception Chapter 6: Attention Chapter 7: Memory Part 3
Strategies for Effective Learning Introduction Chapter 8: Planning
Learning: Spaced Practice and Interleaving Chapter 9: Development of
Understanding Chapter 10: Reinforcement of Learning: Retrieval Practice
Part 4 Tips for Teachers, Students, and Parents Chapter 11: Tips for
Teachers Chapter 12: Tips for Students Chapter 13: Tips for Parents
Glossary
Education and the Science of Learning Chapter 1: Communication Breakdown
Between Science and Practice in Education Chapter 2: Different Types of
Evidence in Education Chapter 3: Is Intuition the Enemy of Teaching and
Learning? Chapter 4: Pervasive Misunderstandings About Learning: How They
Arise, and What We Can Do Part 2 Basics of Human Cognitive Processes
Chapter 5: Perception Chapter 6: Attention Chapter 7: Memory Part 3
Strategies for Effective Learning Introduction Chapter 8: Planning
Learning: Spaced Practice and Interleaving Chapter 9: Development of
Understanding Chapter 10: Reinforcement of Learning: Retrieval Practice
Part 4 Tips for Teachers, Students, and Parents Chapter 11: Tips for
Teachers Chapter 12: Tips for Students Chapter 13: Tips for Parents
Glossary