From Learning Theory to College Teaching
Buch, Englisch, 288 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 576 g
ISBN: 978-0-470-47445-7
Verlag: Wiley
This groundbreaking book offers information on the most effective ways that students process material, store it in their long-term memories, and how that effects learning for long-term retention. It reveals how achieving different levels is important for "transfer" which refers to the learner's ability to use what is learned in different situations and to problems that might not be directly related to the problems used to help the student learn. Filled with proven tools, techniques, and approaches, this book explores how to apply these approaches to improve teaching.
Fachgebiete
Weitere Infos & Material
Foreword xi
Preface xv
Acknowledgments xxv
About the Authors xxvii
1. Is There a Problem?: Or Is the Problem That We Don’t Think There Is a Problem? 1
2. Learning and Memory: How Does Learning Happen? 11
3. Perception: When All Else Fails, Start at the Beginning 45
4. Processing and Active Learning: How Does It Happen? 57
5. Bloom’s Taxonomy of Educational Objectives: Its Relationship to Course Outcomes 71
6. Interactive Engagement and Active Learning: Retrieval Events 83
7. Some Active Learning Techniques: Studying, Retrieval, and Schemata Construction 101
8. Problem-Based Learning: Where Am I Ever Going to Use This Stuff? 123
9. Transfer: What Are Your Course Outcomes? 153
10. Teaching for Transfer: Applying What Is Known 171
11. Applications 191
Appendix: Bloom’s Taxonomy and Educational Outcomes: The McBeath Action Verbs 221
Glossary 233
References 237
Index 249
