A group of distinguished experts in the field of brain science provide an overview of learning science today and its future, while offering insights for improving educational practice. Whether you're a researcher, educator, administrator, or policymaker, Learning Science brings you up to date on the state of learning science today-and on where it's headed. Presenting the newest research and ideas of leading authorities in their respective fields, it draws on many disciplines-from psychology and sociology to data science and cognitive science-and offers solutions to our most urgent educational challenges. Learning Science also bridges the gap between theory and practice, providing concrete examples of how theory drives educational innovation. It is organized into three sections: Foundations of Learning Science (broad explorations of learning science approaches to education, learning, and teaching); Technology, Algorithms, and Educational Practice (how advances in technology, data science, and AI are being harnessed to improve educational outcomes); and From Research to Practice (best practices and exemplary educational programs based on findings of learning science). Contributors include: *Arthur Grasser, University of Memphis *Rose Luckin and Mutlu Cukurova, UCL Knowledge Lab, London*Tanya Joosten, University of Wisconsin*Melina Uncapher, University of California, San Francisco*Xiangen Hu, Central China Normal University and University of Memphis*Susan Fuhrman, Teachers College, Columbia University*Ryan Baker, Jaclyn Ocumpaugh, and Juan Miguel L. Andres, University of Pennsylvania*Neil Heffernan and Korinn Ostrow, Worcester Polytechnic Institute*Alfred Essa, McGraw-Hill Education*Christopher Dede, Tina Grotzer, Amy Kamarainen, and Shari Metcalf, Harvard University*Richard C. Larson, M. Elizabeth Murray, and Daniel D. Frey, Massachusetts Institute of Technology*Jennifer Kotler, Sesame Workshop *Valerie Shute, Fengfeng Ke, and Russell Almond, Florida State University

Lernen wie man lernt, lernen wie man versteht Verstehen ist eine des Lebens innewohnende Fahigkeit und besonders der Mensch als lebende Einheit versucht durch Verstehen mit seiner Umgebung zurechtzukommen - somit kann Verstehen zu einer umfangreichen Sache werden. Der Hersteller von Autos muss nicht nur etwas uber Motor, Karosserie und Fahrwerk wissen, sondern auch etwas uber menschliche Anatomie und menschliche Vorlieben - schau, die Grosse der Sitze, der Abstand zum Lenkrad, die Hohe der Windschutzscheibe befinden sich in einem bestimmten Bereich und das Auto soll schon sein, sonst wird es nicht gekauft. Ebenso Verstehen und Lernen als Fachgebiet, es beinhaltet die Grundlagen des Verstandes, Worterbucher, richtiges Beobachten, personliche Einstellung, Wissen uber die Gesunderhaltung des Korpers, um auch Leistungsfahig bei der geistigen Arbeit zu sein. In diesem Buch wird etwas umfassend gearbeitet, um nicht nur ein Konzept uber Lernen und Verstehen zu bekommen, sondern auch eine entsprechende Einstellung. In diesem Werk wird ein Denkraster vermittelt und dem Leser die Werkzeuge gegeben, die er zum Lernen und Verstehen braucht - unabdingbar fur ein erfolgreiches Studium. Es nutzt nichts uber Gehirnwindungen, Speicherkapazitat von Hirnzellen und Synapsen zu wissen, dies ist blosses Wissen und muss selbst erlernt werden. Vielmehr geht es darum eine Technologie an den Mann zu bringen, also Wissen welches angewendet werden kan

Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and support two-year-old children's thinking and understanding of the world around them. Over a 16-week period four children's individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to their home environments, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic pursuits. The book focuses on the importance of an appropriate environment and informed pedagogy to support two-year-old children's schematic explorations and the significant role adults play in developing these. Beginning by highlighting the important links between learning opportunities, environment and the role of the adults, Brierley and Nutbrown briefly trace the origins of schema and provide an overview of some definitions and characteristics of schemas. This leads to an exploration of how the early years landscape has been influenced through a research, practice and government policy initiatives, concluding that future focus must foreground how children learn. Understanding Schematic Learning at Two highlights how recognising and valuing young children's schemas can provide their supportive adults with the opportunity and ability to acknowledge two-year-old children's capability to actively construct and develop an understanding of the world they live in.

As a must-have reference for busy teachers with little special education training, this book supplies classroom-tested instructional strategies that address the characteristics of and challenges faced by students with special needs. Dozens of differentiated strategies target teachers' anxieties and provide responsive interventions that can be used to address specifics of IEPs and learning plans. With Building on the Strengths of Students with Special Needs,special education expert Toby Karten focuses on specific disabilities and inclusive curriculum scenarios for learners in K-12 environments. She offers valuable advice on how to prevent labels from capping student potential and encouragement to help teachers continually improve learner outcomes. By highlighting more than a dozen disability labels, this resource walks teachers through the process of reinforcing, motivating, scaffolding, and planning for instruction that targets learners of all ability levels. Included are details relevant to each disability: Possible Causes. Characteristics and Strengths. Classroom Implications. Inclusion Strategies. Typical instruction needs to match the diversity of atypical learners without viewing any disability as a barrier that impedes student achievement. Teachers must not only learn how to differentiate their approach and target specific student strengths but also maintain a positive attitude and belief that all students are capable of achieving self-efficacy.