Holdings: The Unified Learning Model

The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices

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Bibliographic Details
Format:	Book
Language:	English
Published:	Dordrecht [u.a.] Springer 2010
Subjects:	Cognitive learning Learning, Psychology of Teaching Lerntheorie
Online Access:	Inhaltsverzeichnis
Physical Description:	XI, 212 S.
ISBN:	9789048132140 9789048132157

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MARC


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Record in the Search Index

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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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discipline	Pädagogik Psychologie
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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
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