Efnisyfirlit

• Front Matter
  • LIST OF FIGURES, TABLES, AND EXHIBITS
    • Figures
    • Tables
    • Exhibits
  • DEDICATION
  • FOREWORD: APPLYING THE SCIENCE OF LEARNING TO COLLEGE TEACHING
  • ACKNOWLEDGMENTS
  • ABOUT THE AUTHORS
• Introduction: Bridging Learning Research and Teaching Practice
  • What Is Learning?
  • Our Principles of Learning
  • What Makes These Principles Powerful?
  • Intended Audiences
  • How to Read This Book
  • Note
• CHAPTER 1 How Does Students' Prior Knowledge Affect Their Learning?
  • But They Said They Knew This!
  • Why Is This So Hard for Them to Understand?
  • What Is Going on in These Stories?
  • What Principle of Learning Is at Work Here?
    • Figure 1.1. Qualities of Prior Knowledge That Help or Hinder Learning
  • What Does the Research Tell Us about Prior Knowledge?
    • Activating Prior Knowledge
      • Implications of This Research
    • Accurate but Insufficient Prior Knowledge
      • Implications of This Research
    • Inappropriate Prior Knowledge
      • Implications of This Research
    • Inaccurate Prior Knowledge
      • Implications of This Research
  • What Strategies Does the Research Suggest?
    • Methods to Gauge the Extent and Nature of Students' Prior Knowledge
      • Talk to Colleagues
      • Administer a Diagnostic Assessment
      • Have Students Assess Their Own Prior Knowledge
      • Use Brainstorming to Reveal Prior Knowledge
      • Assign a Concept Map Activity
      • Look for Patterns of Error in Student Work
    • Methods to Activate Accurate Prior Knowledge
      • Use Exercises to Generate Students' Prior Knowledge
      • Explicitly Link New Material to Knowledge from Previous Courses
      • Explicitly Link New Material to Prior Knowledge from Your Own Course
      • Use Analogies and Examples That Connect to Students' Everyday Knowledge
      • Ask Students to Reason on the Basis of Relevant Prior Knowledge
    • Methods to Address Insufficient Prior Knowledge
      • Identify the Prior Knowledge You Expect Students to Have
      • Remediate Insufficient Prerequisite Knowledge
    • Methods to Help Students Recognize Inappropriate Prior Knowledge
      • Highlight Conditions of Applicability
      • Provide Heuristics to Help Students Avoid Inappropriate Application of Knowledge
      • Explicitly Identify Discipline-Specific Conventions
      • Show Where Analogies Break Down
    • Methods to Correct Inaccurate Knowledge
      • Ask Students to Make and Test Predictions
      • Ask Students to Justify Their Reasoning
      • Provide Multiple Opportunities for Students to Use Accurate Knowledge
      • Allow Sufficient Time
  • Summary
• CHAPTER 2 How Does the Way Students Organize Knowledge Affect Their Learning?
  • That Didn't Work Out the Way I Anticipated
  • There Must Be a Better Way!
  • What Is Going on in These Two Stories?
  • What Principle of Learning Is at Work Here?
    • Figure 2.1. Differences in How Experts and Novices Organize Knowledge
  • What Does the Research Tell Us about Knowledge Organization?
    • Knowledge Organization: Form Fits Function
      • Implications of This Research
    • Experts' versus Novices' Knowledge Organizations: The Density of Connections
      • Figure 2.2. Examples of Knowledge Organizations
      • Implications of This Research
    • Experts' versus Students' Knowledge Structures: The Nature of the Connections
      • Implications of This Research
  • What Strategies Does the Research Suggest?
    • Strategies to Reveal and Enhance Knowledge Organizations
      • Create a Concept Map to Analyze Your Own Knowledge Organization
      • Analyze Tasks to Identify the Most Appropriate Knowledge Organization
      • Provide Students with the Organizational Structure of the Course
      • Explicitly Share the Organization of Each Lecture, Lab, or Discussion
      • Use Contrasting and Boundary Cases to Highlight Organizing Features
      • Explicitly Highlight Deep Features
      • Make Connections among Concepts Explicit
      • Encourage Students to Work with Multiple Organizing Structures
      • Ask Students to Draw a Concept Map to Expose Their Knowledge Organizations
      • Use a Sorting Task to Expose Students' Knowledge Organizations
      • Monitor Students' Work for Problems in Their Knowledge Organization
  • Summary
• CHAPTER 3 What Factors Motivate Students to Learn?
  • My Students Are Going to Love This—NOT
  • A Third of You Will Not Pass This Course
  • What Is Going on in These Stories?
  • What Principle of Learning Is at Work Here?
    • Figure 3.1. Impact of Value and Expectancy on Learning and Performance
  • What Does the Research Tell Us about Motivation?
    • Goals
    • Value
    • Expectancies
    • How Perceptions of the Environment Affect the Interaction of Value and Expectancies
      • Figure 3.2. Interactive Effects of Environment, Efficacy, and Value on Motivation
    • Implications of This Research
  • What Strategies Does the Research Suggest?
    • Strategies to Establish Value
      • Connect the Material to Students' Interests
      • Provide Authentic, Real-World Tasks
      • Show Relevance to Students' Current Academic Lives
      • Demonstrate the Relevance of Higher-Level Skills to Students' Future Professional Lives
      • Identify and Reward What You Value
      • Show Your Own Passion and Enthusiasm for the Discipline
    • Strategies That Help Students Build Positive Expectancies
      • Ensure Alignment of Objectives, Assessments, and Instructional Strategies
      • Identify an Appropriate Level of Challenge
      • Create Assignments That Provide the Appropriate Level of Challenge
      • Provide Early Success Opportunities
      • Articulate Your Expectations
      • Provide Rubrics
      • Provide Targeted Feedback
      • Be Fair
      • Educate Students about the Ways We Explain Success and Failure
      • Describe Effective Study Strategies
    • Strategies That Address Value and Expectancies
      • Provide Flexibility and Control
      • Give Students an Opportunity to Reflect
  • Summary
• CHAPTER 4 How Do Students Develop Mastery?
  • A Sum of Their Parts
  • Shouldn't They Know This by Now?
  • What Is Going on in These Stories?
  • What Principle of Learning Is at Work Here?
  • What Does the Research Tell Us about Mastery?
    • Expertise
      • Figure 4.1. Elements of Mastery
      • Figure 4.2. Stages in the Development of Mastery
    • Component Skills
      • Implications of This Research
    • Integration
      • Implications of This Research
    • Application
      • Implications of This Research
  • What Strategies Does the Research Suggest?
    • Strategies to Expose and Reinforce Component Skills
      • Push Past Your Own Expert Blind Spot
      • Enlist a Teaching Assistant or Graduate Student to Help with Task Decomposition
      • Talk to Your Colleagues
      • Enlist the Help of Someone Outside Your Discipline
      • Explore Available Educational Materials
      • Focus Students' Attention on Key Aspects of the Task
      • Diagnose Weak or Missing Component Skills
      • Provide Isolated Practice of Weak or Missing Skills
    • Strategies to Build Fluency and Facilitate Integration
      • Give Students Practice to Increase Fluency
      • Temporarily Constrain the Scope of the Task
      • Explicitly Include Integration in Your Performance Criteria
    • Strategies to Facilitate Transfer
      • Discuss Conditions of Applicability
      • Give Students Opportunities to Apply Skills or Knowledge in Diverse Contexts
      • Ask Students to Generalize to Larger Principles
      • Use Comparisons to Help Students Identify Deep Features
      • Specify Context and Ask Students to Identify Relevant Skills or Knowledge
      • Specify Skills or Knowledge and Ask Students to Identify Contexts in Which They Apply
      • Provide Prompts to Relevant Knowledge
  • Summary
• CHAPTER 5 What Kinds of Practice and Feedback Enhance Learning?
  • When Practice Does Not Make Perfect …
  • They Just Do Not Listen!
  • What Is Going on in These Stories?
  • What Principle of Learning Is at Work Here?
    • Figure 5.1. Cycle of Practice and Feedback
  • What Does the Research Tell Us about Practice?
    • Focusing Practice on a Specific Goal or Criterion
    • Identifying the Appropriate Level of Challenge for Practice
    • Accumulating Practice
      • Figure 5.2. Unequal Effects of Practice on Performance
    • Implications of This Research
  • What Does the Research Tell Us about Feedback?
    • Communicating Progress and Directing Subsequent Effort
    • Timing Feedback Appropriately
    • Implications of This Research
  • What Strategies Does the Research Suggest?
    • Strategies Addressing the Need for Goal-Directed Practice
      • Conduct a Prior Knowledge Assessment to Target an Appropriate Challenge Level
      • Be More Explicit about Your Goals in Your Course Materials
      • Use a Rubric to Specify and Communicate Performance Criteria
      • Build in Multiple Opportunities for Practice
      • Build Scaffolding into Assignments
      • Set Expectations about Practice
      • Give Examples or Models of Target Performance
      • Show Students What You Do Not Want
      • Refine Your Goals and Performance Criteria as the Course Progresses
    • Strategies Addressing the Need for Targeted Feedback
      • Look for Patterns of Errors in Student Work
      • Prioritize Your Feedback
      • Balance Strengths and Weaknesses in Your Feedback
      • Design Frequent Opportunities to Give Feedback
      • Provide Feedback at the Group Level
      • Provide Real-Time Feedback at the Group Level
      • Incorporate Peer Feedback
      • Require Students to Specify How They Used Feedback in Subsequent Work
  • Summary
• CHAPTER 6 Why Do Student Development and Course Climate Matter for Student Learning?
  • End of Story
  • No Good Deed Goes Unpunished
  • What Is Going on in These Two Stories?
  • What Principle of Learning Is at Work Here?
    • Figure 6.1. Interactive Effect of Student Development and Course Climate on Learning
  • What Does the Research Tell Us about Student Development?
    • The Chickering Model of Student Development
    • Intellectual Development
    • Social Identity Development
    • Implications of This Research
  • What Does the Research Tell Us about Course Climate?
    • Stereotypes
    • Tone
    • Faculty-Student and Student-Student Interaction
    • Content
    • Implications of This Research
  • What Strategies Does the Research Suggest?
    • Strategies That Promote Student Development and Productive Climate
      • Make Uncertainty Safe
      • Resist a Single Right Answer
      • Incorporate Evidence into Performance and Grading Criteria
      • Examine Your Assumptions about Students
      • Be Mindful of Low-Ability Cues
      • Do Not Ask Individuals to Speak for an Entire Group
      • Reduce Anonymity
      • Model Inclusive Language, Behavior, and Attitudes
      • Use Multiple and Diverse Examples
      • Establish and Reinforce Ground Rules for Interaction
      • Make Sure Course Content Does Not Marginalize Students
      • Use the Syllabus and First Day of Class to Establish the Course Climate
      • Set Up Processes to Get Feedback on the Climate
      • Anticipate and Prepare for Potentially Sensitive Issues
      • Address Tensions Early
      • Turn Discord and Tension into a Learning Opportunity
      • Facilitate Active Listening
  • Summary
• CHAPTER 7 How Do Students Become Self-Directed Learners?
  • The “A” Student
  • The Hamster Wheel
  • What Is Going on in These Stories?
  • What Principle of Learning Is at Work Here?
  • What Does the Research About Metacognition Tell Us?
    • Figure 7.1. Cycle of Self-Directed Learning
    • Assessing the Task at Hand
    • Evaluating One's Own Strengths and Weaknesses
    • Planning an Appropriate Approach
    • Applying Strategies and Monitoring Performance
    • Reflecting on and Adjusting One's Approach
    • Beliefs About Intelligence and Learning
    • Implications of This Research
  • What Strategies Does the Research Suggest?
    • Assessing the Task at Hand
      • Be More Explicit Than You May Think Necessary
      • Tell Students What You Do Not Want
      • Check Students' Understanding of the Task
      • Provide Performance Criteria with the Assignment
    • Evaluating One's Own Strengths and Weaknesses
      • Give Early, Performance-Based Assessments
      • Provide Opportunities for Self-Assessment
    • Planning an Appropriate Approach
      • Have Students Implement a Plan That You Provide
      • Have Students Create Their Own Plan
      • Make Planning the Central Goal of the Assignment
    • Applying Strategies and Monitoring Performance
      • Provide Simple Heuristics for Self-Correction
      • Have Students Do Guided Self-Assessments
      • Require Students to Reflect on and Annotate Their Own Work
      • Use Peer Review/Reader Response
    • Reflecting on and Adjusting One's Approach
      • Provide Activities That Require Students to Reflect on Their Performances
      • Prompt Students to Analyze the Effectiveness of Their Study Skills
      • Present Multiple Strategies
      • Create Assignments That Focus on Strategizing Rather Than Implementation
    • Beliefs About Intelligence and Learning
      • Address Students' Beliefs About Learning Directly
      • Broaden Students' Understanding of Learning
      • Help Students Set Realistic Expectations
    • General Strategies to Promote Metacognition
      • Modeling Your Metacognitive Processes
      • Scaffold Students in Their Metacognitive Processes
  • Summary
• Back Matter
  • Conclusion: Applying the Seven Principles to Ourselves
  • APPENDIX A What Is Student Self-Assessment and How Can We Use It?
    • Exhibit A.1. Sample Self-Assessments
  • APPENDIX B What Are Concept Maps and How Can We Use Them?
    • Figure B.1. Sample Concept Map
  • APPENDIX C What Are Rubrics and How Can We Use Them?
    • Exhibit C.1. Rubric for Class Participation
    • Exhibit C.2. Rubric for Oral Exams
    • Exhibit C.3. Rubric for Papers
    • Exhibit C.4. Senior Design Project Rubric
  • APPENDIX D What Are Learning Objectives and How Can We Use Them?
    • Table D.1. Sample Verbs for Bloom's Taxonomy
    • Exhibit D.1. Sample Learning Objectives
  • APPENDIX E What Are Ground Rules and How Can We Use Them?
    • Exhibit E.1. Sample Ground Rules
    • Exhibit E.2. A Method for Helping Students Create Their Own Ground Rules
  • APPENDIX F What Are Exam Wrappers and How Can We Use Them?
    • Exhibit F.1. Sample Exam Wrapper
  • APPENDIX G What Are Checklists and How Can We Use Them?
    • Exhibit G.1. Sample Paper Checklist
  • APPENDIX H What Is Reader Response/Peer Review and How Can We Use It?
    • Exhibit H.1. Sample Reader Response/Peer Review Instrument
  • References
  • Name Index
  • Subject Index

  UM RAFBÆKUR Á HEIMKAUP.IS

  Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!
  
  Rafbók til eignar
  Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.
  
  Þú kemst í bækurnar hvar sem er
  Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).
  
  Auðvelt að fletta og leita
  Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.
  
  Glósur og yfirstrikanir
  Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.
  
  Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
  Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.
  
  
  
  Fleiri góðir kostir
  - Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
  - Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
  - Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
  - Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu