The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Dordrecht [u.a.]
Springer
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XI, 212 S. |
| ISBN: | 9789048132140 9789048132157 |
Internformat
MARC
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| 245 | 1 | 0 | |a The Unified Learning Model |b How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices |c Duane F. Shell ... |
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Datensatz im Suchindex
| _version_ | 1804139354270990336 |
|---|---|
| adam_text | CONTENTS 1 THE UNIFIED LEARNING MODEL WORKING MEMORY . KNOWLEDGE . . . .
. . . . . MOTIVATION ... . . . . . . THREE PRINCIPLES OF LEARNING NOTES
. PART I DEVELOPING THE UNIFIED LEARNING MODEL 2 LEARNING............
THE NEUROBIOLOGY OF LEARNING . THE OPERATION OF THE NEURON . THE
ARCHITECTURE OF THE BRAIN WH AT IS KNOWLEDGE? . HOW LEARNING WORKS .....
MEANINGFUL LEARNING . . . . . THE CENTRALITY OF WORKING MEMORY
MOTIVATION . GENERAL RULES OF LEARNING . . . . . I. NEW LEARNING
REQUIRES ATTENTION 2. LEARNING REQUIRES REPETITION 3. LEARNING IS ABOUT
CONNECTIONS . . 4. SOME LEARNING IS EFFORTLESS; SOME REQUIRES EFFORT 5.
LEARNING IS LEARNING . . . . . . . . . . . . . OUR LAST WORDS ON THE
NEUROBIOLOGY OF LEARNING . NOTES . 3 WORKING MEMORY WORKING MEMORY
CAPACITY . HOW WORKING MEMORY FUNCTIONS LEARNING PRINCIPLE I: WORKING
MEMORY ALLOCATION RULE I: NEW LEARNING REQUIRES ATTENTION RULE 2:
LEARNING REQUIRES REPETITION . RULE 3: LEARNING IS ABOUT CONNECTIONS . I
2 2 3 3 4 7 7 8 9 10 10 11 13 13 14 14 14 14 15 15 16 16 19 19 20 22 23
24 25 VII VIII CONTENTS EXPANDING WORKING MEMORY CAPACITY 27 WORKING
MEMORY AS CONSCIOUSNESS 29 BASIC RULES OF WORKING MEMORY 29 STORAGE
RULES 29 RETRIEVAL RULE 30 NOTES . . . . . . 30 4 KNOWLEDGE... 33 LONG-
TERM MEMORY IN THE BRAIN . 33 STORAGE IN LONG- TERM MEMORY . 34
RETRIEVAL FROM LONG- TERM MEMORY 34 CONNECTION IN LONG- TERM MEMORY 35
THE LOCATION OF KNOWLEDGE IN THE BRAIN . 36 EPISODIC MEMORY. . . . . . .
. . . . . 36 SEMANTIC KNOWLEDGE . . . . . . . . . . 38 DECLARATIVE AND
PROCEDURAL KNOWLEDGE 39 DECLARATIVE KNOWLEDGE 39 BUILDING ACHUNK. . . .
. . . . . . . . 40 PROCEDURAL KNOWLEDGE . . . . . . . . . 43 BUILDING A
PROCEDURE: PROCEDURALIZATION 45 AUTOMATICITY . . . . . . . . . . . . . .
47 BUILDING LARGER KNOWLEDGE NETWORKS . 49 DECLARATIVE NETWORKS . . . .
. 49 PROCEDURAL NETWORKS. . . . . . . . . 50 SITUATED KNOWLEDGE AND
TRANSFER . . . 5 I PROBLEM SOLVING AND CRITICAL THINKING 53 INCIDENTAL
LEARNING . . . . . . . . . . . 54 KNOWLEDGE AND WORKING MEMORY
INTERACTION: EXPANDING CAPACITY 56 ULM LEARNING PRINCIPLE 2: THE PRIOR
KNOWLEDGE EFFECT 58 BASIC KNOWLEDGE PROCESSES 61 NOTES . . . . . . . . .
. . . . . . . . . . . . . . . . . . 62 5
MOTIVATION........................ 65 LEARNING PRINCIPLE 3: WORKING
MEMORY AND MOTIVATION 66 THE NEUROBIOLOGY OF BIOLOGICAL MOTIVATION;
DRIVES 67 EXTENSIONS OF DRIVE THEORIES 68 BEYOND DRIVE 68 GOALS . . . .
. . . . . . . . . . 69 GOAL VALUE . . . . . . . . . . 70 CONTINGENCIES:
THE EXPERIENCED PAST; THE EXPECTED FUTURE 7 I SPECIFIC MOTIVATIONAL
EXPECTANCIES 73 SELF-EFFICACY . . . . . . . . . . . . 74 EMOTION. . . .
. . . . . . . . . . . 76 EMOTIONAL CONTENT OF KNOWLEDGE 77 EMOTIONS AS
GOALS . . 78 THE ULM AND EMOTION . . . . . . . 78 CONTENLS IX INTEREST .
. . . . . . . 78 SITUATIONAL INTEREST . 79 PERSONAL INTEREST . . 79
INTEREST IS IDIOSYNCRATIC 80 THE HIERARCHICAL STRUCTURE OF MOTIVATION 81
MOTIVATING WORKING MEMORY ALLOCATION 82 NOTES . . . . . . . . . 83 6 HOW
THE ULM FITS IN 85 ABILITY 85 HEREDITY. . . . . . . . 86 COGNITIVE
DEVELOPMENT AND STAGES 89 VYGOTSKY - ZPD; SOCIAL CONSTRUCTION 92
SHORT-TERM MEMORY . . . . . . . . . 94 COGNITIVE LOAD . . . . . . . . .
. . . 95 AH, HA MOMENTS INVOLVE SPECIAL MARKING FOR LATER RETRIEVAL 96
ORDINARY LEARNING MOMENTS REQUIRE NO SPECIAL MARKING 97 SAVANTS:
PRODIGIES .. 98 SPECIAL MEMORY . . 99 MULTIPLE INTELLIGENCES 99 LEARNING
STYLES . . . 101 THE EXECUTIVE. . . . . 10 I GENDER DIFFERENCES . . 102
PRIMARY VERSUS SECONDARY LEARNING 102 HISTORY AND BACKGROUND . . 104 OUR
PURPOSE IN THIS CHAPTER 105 NOTES . . . . . . . . . . . . 106 PART 11
APPLYING THE UNIFIED LEARNING MODEL 7 CLASSROOM APPLICATIONS OVERVIEW
NOTES . 8 SUPPORTING MOTIVATION LEARNING GOALS . . . . . BELIEF IN
EFFORT . . . . . GOAL VALUE AND OUTCOME EXPECTANCIES SELF-EFFICACY . . .
INTEREST . . . . . . . . . . . . . . DISCOURAGED TERMS . . . . . . . .
SUMMARY THOUGHTS ON MOTIVATION NOTES . 9 EFFICIENT INSTRUCTION .
COGNITIVE LOAD . . . . THE CORE LESSON MODEL. EXPLICIT KNOWLEDGE IS
TEACHABLE; IMPLICIT KNOWLEDGE ISN T 115 116 117 118 121 124 126 129 131
131 131 135 135 135 136 X OPTIMAL DIFFICULTY FOR NEW CONTENT STORAGE
AND RETRIEVAL . . . . NOTES . 10 FEEDBACK AND ASSESSMENT ASSESSMENT . .
. . . . . . . FEEDBACK . . . . . . . . . . NEW LEARNING REQUIRES
ATTENTION LEARNING REQUIRES REPETITION .. LEARNING IS ABOUT CONNECTIONS
TEACHING TO THE TEST . HIGH-STAKES TESTING VERSUS FEEDBACK. PRAISE
VERSUS ENCOURAGEMENT . . . . . SCAFFOLD LEARNING BY RESPONDING TO
OUTPUTS NOTES . 11 A FOCUS ON THINKING . . . . . . . . . . . .
CONTENT-SPECIFIC THINKING . . . . . . . . . . HAVE STUDENTS ANTICIPATE
(EXPECTANCY-DRIVEN METHODS) TEACHERS CREATE SUB-GOALS (PARSE THE
INTRINSIC LOAD) REMOVE THE SCAFFOLDING ... . . HAVE STUDENTS IMAGINE
OUTCOMES ACCOMMODATE COGNITIVE ARTIFACTS EXPERTS PRACTICE DELIBERATELY .
CONCEPTUAL CHANGE . . . . . . NOTES . 12 ENCOURAGING SELF-REGULATION
FIVE STUDENTS . . . . . . . . . FIVE PROFILES OF STUDENT MOTIVATION AND
SELF-REGULATION WHAT CAN TEACHERS DO? . FINAL THOUGHTS ON
SELF-REGULATION . NOTES . 13 MANAGING THE CLASSROOM ENVIRONMENT
STRUCTURE - BASED ON GOALS CONTINGENCY ..... OUTCOME EXPECTANCY ...
CLASSROOM DEPORTMENT . . . . TEACH EXPECTED BEHAVIORS . DEALING WITH
INAPPROPRIATE BEHAVIOR BREAKING UP IS HARD TO 00 NOTES . 14 IMPROVING AS
A TEACHER . . . TEACHERS PRIOR KNOWLEDGE .. METHODS COURSES VERSUS
PROFESSIONAL MEETINGS VIDEO CLUBS . . . . . . . . . . . . . . . . . . .
CONTENTS 138 139 140 141 142 143 143 144 144 145 146 147 148 149 151 152
153 153 154 154 155 156 157 158 161 161 162 165 166 167 169 169 170 171
171 172 172 173 175 177 178 179 180 CONTENTS XI ATTENTION: NEW LEARNING
REQUIRES WORKING MEMORY 180 REPETITION . . . . . . . . . . . . . 181
CONNECTIONS. . . . . . . . . . . . 181 EFFORTLESS VERSUS REQUIRING
EFFORT 182 CONNECTIONS ARE CONNECTIONS 183 CLOSING THOUGHTS . 184 NOTES
. 184 15 POLICY. 187 PRE-SCHOOL 187 SCHOOLS . . 188 SCHOOL: DISCOURAGE
WORDS SUGGESTING INNATE ABILITIES . 188 DISTRICT, STATE: ORGANIZE BASED
UPON KNOWLEDGE . . . . . 189 GIFTED STUDENTS, SKIPPING GRADES, AND
ADVANCED PLACEMENT. 190 STATE, NATIONAL: LARGE PRE- AND PRIMARY SCHOOL
IMPACTS 192 EARLY-CAREER TEACHER MENTORING 192 POLICY SUMMARY 193 NOTES
. . 194 16 FRONTIERS 197 DECLARATIVE VERSUS PROCEDURAL 197 WHERE IS
WORKING MEMORY? . 198 PARENTAL INVOLVEMENT; ROTE MEMORIZATION 198
LABORATORY TEACHING . . . . 198 THE SCIENCE DEMONSTRATION 199 INFORMAL
EDUCATION . . . . . 200 EVALUATING TEACHERS .... 201 COLLEGE TEACHER
EVALUATION 201 K-12 TEACHER EVALUATION 20 I QUANTITATIVE MODELING 202
NOTES . . 203 17 EPILOGUE 205 NOTES 207 INDEX . . . . . 209
|
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| indexdate | 2024-07-09T21:42:45Z |
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| isbn | 9789048132140 9789048132157 |
| language | English |
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| physical | XI, 212 S. |
| publishDate | 2010 |
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| spelling | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices Duane F. Shell ... Dordrecht [u.a.] Springer 2010 XI, 212 S. txt rdacontent n rdamedia nc rdacarrier Cognitive learning Learning, Psychology of Teaching Lerntheorie (DE-588)4114402-8 gnd rswk-swf Lerntheorie (DE-588)4114402-8 s DE-604 Shell, Duane F. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017717208&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices Cognitive learning Learning, Psychology of Teaching Lerntheorie (DE-588)4114402-8 gnd |
| subject_GND | (DE-588)4114402-8 |
| title | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices |
| title_auth | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices |
| title_exact_search | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices |
| title_full | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices Duane F. Shell ... |
| title_fullStr | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices Duane F. Shell ... |
| title_full_unstemmed | The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices Duane F. Shell ... |
| title_short | The Unified Learning Model |
| title_sort | the unified learning model how motivational cognitive and neurobiological sciences inform best teaching practices |
| title_sub | How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices |
| topic | Cognitive learning Learning, Psychology of Teaching Lerntheorie (DE-588)4114402-8 gnd |
| topic_facet | Cognitive learning Learning, Psychology of Teaching Lerntheorie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017717208&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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