In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call ""today's lesson""-or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards. Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book: Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment.What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.

Memory is inextricable from learning; there's little sense in teaching students something new if they can't recall it later. Ensuring that the knowledge teachers impart is appropriately stored in the brain and easily retrieved when necessary is a vital component of instruction. In How to Teach So Students Remember, author Marilee Sprenger provides you with a proven, research-based, easy-to-follow framework for doing just that. This second edition of Sprenger's celebrated book, updated to include recent research and developments in the fields of memory and teaching, offers seven concrete, actionable steps to help students use what they've learned when they need it. Step by step, you will discover how to: Actively engage your students with new learning. Teach students to reflect on new knowledge in a meaningful way. Train students to recode new concepts in their own words to clarify understanding. Use feedback to ensure that relevant information is binding to necessary neural pathways. Incorporate multiple rehearsal strategies to secure new knowledge in both working and long-term memory. Design lesson reviews that help students retain information beyond the test. Align instruction, review, and assessment to help students more easily retrieve information. The practical strategies and suggestions in this book, carefully followed and appropriately differentiated, will revolutionize the way you teach and immeasurably improve student achievement. Remember: By consciously crafting lessons for maximum ""stickiness,"" we can equip all students to remember what's important when it matters.

This book is about human abilities and the ways in which people acquire and extend them. It contains many useful facts about people's learning and the mental processes that make it possible. Chapter one looks at the kinds of events that create learning, and identifies some important general principles of human learning. Chapter two examines the capabilities that children gain in their early years. They acquire a number of basic capacities that they can draw upon throughout life. These include language, reading, and numerical abilities. The acceleration of early abilities is also considered. Chapter three raises a number of intriguing questions about abilities. What exactly are they? What are their most important charactersitics? How can different capabilities and items of knowledge become joined to one another? The answers are surprisingly different from what common sense predicts.; Chapter four Considers The Important Contributions Of Motivation. A Person Has To Have good reasons for engaging in learning activities. Motivation supplies incentives for doing whatever is necessary in order to make learning happen. Chapter five investigates more advanced attainments. It looks at the effects of practising and other ways in which individuals extend their expertise. The use of memory aids and learning techniques is examined. Other topics include the influence of intelligence, creativity, the possible roles of innate gifts and talents, and child prodigies and geniuses. The best way to apply discoveries concerning learning and the acquisition of abilities is to use them for our own daily activities. Chapter six addresses the question of how to learn and study more effectively. It introduces ways of reading more effectively, and gives advice on improving writing skills and studying for exams. The aim here is to help the reader to succeed better at gaining needed capabilities.

A year before his death, B.F. Skinner wrote that "There are two unavoidable gaps in any behavioral account: one between the stimulating action of the environment and the response of the organism and one between consequences and the resulting change in behavior. Only brain science can fill those gaps. In doing so, it completes the account; it does not give a different account of the same thing." This declaration ended the epoch of radical behaviorism to the extent that it was based on the doctrine of the "empty organism," the doctrine that a behavioral science must be constructed purely on its own level of investigation. However, Skinner was not completely correct in his assessment. Brain science on its own can no more fill the gaps than can single level behavioral science. It is the relation between data and formulations developed in the brain and the behavioral sciences that is needed.
This volume is the result of The Fourth Appalachian Conference on Behavioral Neurodynamics, the first three of which were aimed at filling Skinner's first gap. Taking the series in a new direction, the aim of the fourth and subsequent conferences is to explore the second of the gaps in the behavioral account noted by Skinner. The aim of this conference was to explore the aphorism: "The motivation for learning is self organization." In keeping with this aim and in the spirit of previous events, this conference's mission was to acquaint scientists working in one discipline with the work going on in other disciplines that is relevant to both. As a result, it brought together those who are making advances on the behavioral level -- mainly working in the tradition of operant conditioning -- and those working with brains -- mainly amygdala, hippocampus, and far frontal cortex.

Designed for professionals and graduate students in the personality/social, military, and educational psychology, and assessment/evaluation communities, this volume explores the state of the art in motivational research for individuals and teams from multiple theoretical viewpoints as well as their effects in both schools and training environments.
The great majority of education and training R&D is focused on the cognitive dimensions of learning, for instance, the acquisition and retention of knowledge and skills. Less attention has been given in the literature and in the design of education and training itself to motivational variables and their influence on performance. As such, this book is unique in the following montage of factors:
* a focus on motivation of teams or groups as well as individuals;
* an examination of the impact of motivation on performance (and, thus, also on cognition) rather than only on motivation itself;
* research in training as well as educational settings.
The data reported were collected in various venues including schools, laboratories and field settings. The chapter authors are the researchers that, in many cases, have defined the state of the art in motivation.

This unique two-volume set provides detailed coverage of contemporary learning theory. Uniting leading experts in modern behavioral theory, these texts give students a complete view of the field. Volume I details the complexities of Pavlovian conditioning and describes the current status of traditional learning theories. Volume II discusses several important facets of instrumental conditioning and presents comprehensive coverage of the role of inheritance on learning. A strong and complete base of knowledge concerning learning theories, these volumes are ideal reference sources for advanced students and professionals in experimental psychology, learning and learning theory, and comparative physiology.

First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company."

First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

Social anthropologist Jean Lave and computer scientist Etienne Wenger’s seminal Situated Learning helped change the fields of cognitive science and pedagogy by approaching learning from a novel angle. Traditionally, theories of learning and education had focused on processes of cognition – the mental processes of knowledge formation that occur within an individual. Lave and Wenger chose to look at learning not as an individual process, but a social one.

As so often with the creative thinking process, a small, simple shift in emphasis was all that was required to show things in an entirely different light. What Situated Learning illustrated – and emphasized – was that learning is dependent on its social situation. Even though the most effective way to learn is through interaction with experts and peers in a community organized around a common interest, the traditional cognitive learning model failed to account for the way in which learners interact with their ‘community of practice.’ The new hypothesis that Lave and Wenger developed was that learning can be seen as a continuously evolving set of relationships situated within a social context. This allowed Lave and Wenger to place discussions of apprenticeship and workplace learning on a new footing – and led in turn to the book’s impressive impact in business and management scholarship.

What happens when teachers are removed from the equation, when we learn by ourselves or with peers? Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today's students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience - what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning. Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning.

The Impact Plan is a detailed decision-making framework that guides students and creative professionals to quickly assess the future impact of their creative projects. While formulated with designers in mind, the method elaborated within this book will help professionals cycle through potential contexts and project influences in order to determine the impact in an economic, social, and even humanitarian way. Moving through the fundamentals of strategic decision-making and impact-centered thinking, The Impact Plan gives the reader a framework for planning and prioritising project-based activities and experiences. Structured over four main sections which follow 'The Hero's Journey', touching on introducing the journey, explaining adversities, deploying the tool, and reflection, moving through this framework will help drive the user sharpen the craft of thinking.

* Providing a comprehensive review of cognitive mapping-supported problem-based and inquiry learning from both the learning sciences and cognitive sciences perspectives * Incorporating two cases of empirical studies that may provide some implications for relevant researchers and practitioners * Elaborating how problem-based learning and cognitive maps can be assessed, which are the assessment issues that researchers and practitioners are concerned

"There are words that are so familiar they obscure rather than illuminate the thing they mean, and 'learning' is such a word. It seems so ordinary, everyone does it. Actually it's more of a black box, which Dehaene cracks open to reveal the awesome secrets within."--The New York Times Book Review An illuminating dive into the latest science on our brain's remarkable learning abilities and the potential of the machines we program to imitate them The human brain is an extraordinary learning machine. Its ability to reprogram itself is unparalleled, and it remains the best source of inspiration for recent developments in artificial intelligence. But how do we learn? What innate biological foundations underlie our ability to acquire new information, and what principles modulate their efficiency? In How We Learn, Stanislas Dehaene finds the boundary of computer science, neurobiology, and cognitive psychology to explain how learning really works and how to make the best use of the brain's learning algorithms in our schools and universities, as well as in everyday life and at any age.

The Evolution of Human Cleverness presents a unique introduction to the way human cognitive abilities have evolved. The book comprises a series of mini-essays on distinct topics in which technical terms are simplified, considering how humans made the long journey from our ape-like ancestors to become capable of higher-level reasoning and problem solving. All the topics are cross-linked, allowing the reader to dip in and out, but certain key concepts run through the underlying reasoning. Chiefly, these are adaptation and selection, the distinction between ultimate and proximate causes of behaviour, gene-culture co-evolution, and domain-general versus domain-specific cognitive processes. The book should help the reader draw lessons for the human species as a whole, especially in view of the environmental threats to its own existence. Entries have been carefully crafted to cut through scientific jargon, providing bite-sized and digestible chunks of knowledge, making the topic accessible for students and lay readers alike. The author draws on research from diverse fields including Psychology, Anthropology, Archaeology, Biology, and Neuroscience to provide an unbiased account of the field, making it an ideal text for students of all levels.

* The earliest theoretical and practical research monograph on deeper learning in China * Constructs a new method system of educational research which integrates brain science, psychology, pedagogy and information technology * The result is expected to guide school and classroom reform of basic education, preschool education and vocational education

The first part of the book outlines the historical background of the taegum. The author illuminates the potential future of the Korean flute in a globalised world through the analyses of three musical works for taegum. The second part of the book draws on approaches of Practice Research within musicology and sociology to examine the ways in which the taegum tradition interacts with, and responds to, different genres in performance. Documenting collaborative encounters with musicians from three musical cultures: jazz, Western art and electroacoustic music, the result is an innovative exploration of the musical and social relationships between composers, performers and audiences in intercultural performances, contrasting traditional uses of the taegum with perspectives on its use today.

Providing a selection of papers presented at ICECE 2018, a biennial conference organised by the Early Childhood Education Program, Universitas Pendidikan Indonesia. The conference's general theme was "Finding Alternative Approaches, Theories, Frameworks, and Practices of Early Childhood Education in the 21th Century." Distinct from other periods of time, the 21st century is characterised by so much knowledge -easy to access but hard to grasp, borderless and hyper-connected society mediated by the internet, high competitiveness -not only within a country but across countries, high mobility, and widening economic discrepancy as neoliberalism has strengthened its influence on every sector of human life. The children of today will face many things that have not yet been invented or discovered, sometimes beyond expectations. Scholars and teachers of early childhood education need to be aware of these astonishing changes. The way children and childhood are seen cannot stay the same, and so does the way children of this century are educated. The conference opened a discussion about finding alternative approaches, theories, and best practices of early childhood education for a rapidly changing and globalised society.

In the current ever changing world - the liquid modernity - the most pressing psychological challenge to all of us is to create and maintain a personal balance between mental stability and mental flexibility. In Transformative Learning and Identity Knud Illeris, one of the leading thinkers on the way people learn, explores, updates and re-defines the concept and understanding of transformative learning while linking the concept of transformative learning to the concept of identity. He thoroughly discusses what transformative learning is or could be in a broader learning theoretical perspective, including various concepts of learning by change, as opposed to learning by addition, and ends up with a new, short and distinct definition. He also explores and discusses the concept of identity and presents a general model depicting the complexity of identities today. Building on the work of Mezirow, various perspectives of transformative learning are analysed and discussed, including; transformative learning in different life ages; progressive and regressive transformations; motivation and identity defence; development of identity; personality and competence, and transformative learning in school, education, working life, and in relation to current and future life conditions. This vital new book by one of the leading learning theorists of our time will prove of lasting interest to academics, teachers, instructors, leaders and researchers in the field of adult learning and education. It will also appeal to many students and researchers of psychology and sociology in general.

Skill Acquisition and Training describes the building blocks of cognitive, motor, and teamwork skills, and the factors to take into account in training them. The basic processes of perception, cognition and action that provide the foundation for understanding skilled performance are discussed in the context of complex task requirements, individual differences, and extreme environmental demands. The role of attention in perceiving, selecting, and becoming aware of information, in learning new information, and in performance is described in the context of specific skills. A theme throughout this book is that much learning is implicit; the types of knowledge and relations that can profitably be learned implicitly and the conditions under which this learning benefits performance are discussed. The question of whether skill acquisition in cognitive domains shares underlying mechanisms with the acquisition of perceptual and motor skills is also addressed with a view to identifying commonalities that allow for widely applicable, general theories of skill acquisition. Because the complexity of real-world environments puts demands on the individual to adapt to new circumstances, the question of how skills research can be applied to organizational training contexts is an important one. To address this, this book dedicates much content to practical applications, covering such issues as how training needs can be captured with task and job analyses and how to maximize training transfer by taking trainee self-efficacy and goal orientation into account. This comprehensive yet readable textbook is optimized for students of cognitive psychology looking to understand the intricacies of skill acquisition.

This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction.

For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction.