The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices
Inhaltsangabe
Preface. 1. The Unified Learning Model.Working Memory. Knowledge. Motivation. Three Principles of Learning. Developing the Unified Learning Model. 2. Learning. The Neurobiology of Learning. The Operation of the Neuron. The Architecture of the Brain. What is Knowledge? How Learning Works. Meaningful Learning. The Centrality of Working Memory. Motivation. General Rules of Learning. New learning requires attention. Learning requires repetition. Learning is about connections. Some learning is effortless; some requires effort. Learning is learning. Our Last Words on the Neurobiology of Learning. 3. Working Memory. Working Memory Capacity. How Working Memory Functions. Learning Principle 1: Working Memory Allocation. Rule 1: New Learning Requires Attention. Rule 2: Learning Requires Repetition. Rule 3: Learning is about Connections. Expanding Working Memory Capacity. Working Memory as Consciousness. Basic Rules of Working Memory. Storage Rules. Retrieval Rule. 4. Knowledge. Long-Term Memory in the Brain. Storage in Long-term Memory. Retrieval from Long-term Memory. Connection in Long-term Memory. The Location of Knowledge in the Brain. Episodic Memory. Semantic Knowledge. Declarative and Procedural Knowledge. Declarative Knowledge. Building a Chunk. Procedural Knowledge.Building a Procedure: Proceduralization. Automaticity. Building Larger Knowledge Networks. Declarative Networks. Procedural Networks. Situated Knowledge and Transfer. Problem Solving and Critical Thinking. Incidental Learning. Knowledge & Working Memory Interaction: Expanding Capacity. ULM Learning Principle 2: The Prior Knowledge Effect. Basic Knowledge Processes. 5. Motivation. Learning Principle 3: Working Memory and Motivation. The Neurobiology of 'Biological' Motivation; Drives. Extensions of Drive Theories. Beyond Drive. Goals. Goal Value. Contingencies: The Experienced Past;the Expected Future. Specific Motivational Expectancies. Self-efficacy. Emotion. Emotional Content of Knowledge. Emotions as Goals. The ULM and Emotion. Interest. Situational Interest. Personal Interest. Interest Is Idiosyncratic. The Hierarchical Structure of Motivation. Motivating Working Memory Allocation. 6. How the ULM Fits In. Ability. Heredity. Cognitive Development and Stages. Vygotsky - ZPD; Social Construction. Short-Term Memory. Cognitive load. 'Ah, ha' Moments Involve Special Marking for Later Retrieval. Ordinary Learning Moments Require No special Marking. Savants: Prodigies. Special Memory. Multiple Intelligences. Learning Styles. The Executive. Gender Differences. Primary versus Secondary Learning. History and Background. Our Purpose in This Chapter. Applying the Unified Learning Model. 7. Classroom Applications Overview. 8. Supporting Motivation. Learning Goals. Belief in Effort. Goal Value and Outcome Expectancies. Self-Efficacy. Interest. Discouraged Terms. Summary. Thoughts on Motivation. 9. Efficient Instruction. Cognitive Load. The CORE Lesson Model. Explicit Knowledge is Teachable; Implicit Knowledge Isn't. Optimal 'Difficulty' For New Content. Storage and Retrieval. 10. Feedback and Assessment. Assessment. Feedback. New learning requires attention. Learning requires repetition. Learning is about connections. Teaching to the Test. Some Learning is Effortless; Some Requires Effort. Praise versus Encouragement. Scaffold Learning By Responding to Outputs. 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. 12. Encouraging
Die Inhaltsangabe kann sich auf eine andere Ausgabe dieses Titels beziehen.
