Literaturnachweis - Detailanzeige
| Autor/inn/en | Almarode, John; Fisher, Douglas; Frey, Nancy |
|---|---|
| Titel | How learning works. A playbook. |
| Quelle | Thousand Oaks, California: Corwin/Fisher & Frey (2022), X, 222 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781071856635; 9781071856666 (EPUB); 9781071856659 (EPUB); 9781071856642 (PDF) |
| Schlagwörter | Learning; Learning strategies; Motivation in education; Effective teaching; Bildungstheorie; Bildungspraxis |
| Abstract | What does learning look like in your classroom? -- What are different ways to think about learning? -- What are the barriers to learning? -- How do students learn? -- Promising principle 1 : motivation -- Promising principle 2 : practice, deliberately -- Promising principle 3 : elaborate encoding -- Promising principle 4 : retrieval and practice -- Promising principle 5 : cognitive load -- Promising principle 6 : productive struggle -- Promising principle 7 : feedback -- Explicit strategy instruction -- Learning strategy 1 : goal setting -- Learning strategy 2 : integrating prior knowledge -- Learning strategy 3 : summarizing -- Learning strategy 4 : mapping -- Learning strategy 5 : self-testing -- Learning strategy 6 : elaborative interrogation -- Generating and gathering evidence. "This playbook is about how learning works. How do students learn and how can we leverage this knowledge into great learning, through the design of our classrooms, learning experiences, and tasks? We want our students to effectively learn the content, skills, and understandings associated with the specific subject area of focus. From inferences in English Language Arts, deforestation in Environmental Science, perspective in Art, or spatial awareness in physical education, the range of topics and ideas is as diverse as the students in our classrooms. In addition, the content, skills, and understandings associated with each content area are not isolated from social, emotional, affective, and language learning. The characterization of learning as "reading, writing, and arithmetic" does not even come close to conceptualizing the highly complex, multidimensional, highly coveted outcome we strive for in our classrooms: flexible, durable, and useable learning"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/12 |
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