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Book descriptionIts not a book per se but a handy, relatively concise synopsis of what current brain science tells us about best practices for teaching and learning. In addition to outlining the research and the practices, each chapter has a “risks of”, “good and bad examples”, and references. Heres a synopsis:A: Analogy1. Explaining the novel by analogy2. Show two examples and ask about deep structure vs. surface featuresB: Belonging -ward off stereotype threat -make it easy to belong -Shared norms -Collaborative problem solving -help them reframe/ gain perspectiveC: Contrasting Cases -experts see the details but novices do not -help people to notice what is important -cases should be as similar as possibleD: Deliberate Practice -Focus on what is beyond current skillset; effortful; unsustainable concentration 1. Chunking 2. Knowledge reorganization -setting goals & Choosing tasks -rich feedback loops -effort & rest -motivationE: Elaboration -make connections to prior knowledge -Make a story out of it 1. precise and relevant 2. chunking 3. connect to well-structured knowledge (spatial memory with sequences of actions)F: Feedback -support self-improvement -practice makes permanent; w/ feedback makes perfect -good if timely; specific; understandable; nonthreatening; revisionableG: Generation (build lasting memories) -Retrieve memories multiple times 1. desirable difficulty 2. strengthen the memory not the cue3. space it out; several sessions (sleep on it)H: Hands-On - Use nonlanguage skills I: Imaginative Play (developing cognitive control) Role-Play; “What if?” questionsJ: Just in time telling (making lectures and readings work) Learn explanations after experience (rather than being told what the problem was) Effective lectures rely on prior knowledge – make sure the prior knowledge is present! Don’t give away the solution before students struggleK: Knowledge 1. Development of efficient knowledge to solve recurring problem types 2. The application of innovative knowledge to solve novel conditions Combo: Innovation (initial) and Efficiency (later)L: Listening and Sharing collaborative learning) -effective group work: Joint attention (communal focus):listening; Sharing; Coordinating; Perspective taking. -Establish norms, have group-worth tasks, Independence & accountabilityM: Making Make See the fruits of your Labor Share what you’ve done(getting feedback) Overcome new challenges Learn strategies and methods MakeN: Norms Make explicit the informal rules that regulate interactionO: Observations (imitate feelings and procedures) Let students observe you experience failure & model resiliencyP: Participation Socially contextualized activities with access to goals, consequences, method, and interpretations. Zone of proximal development (task is hard to do independently but is achievable with help) Community of practice, Support from a knowledgeable person, scaffoldingQ: Questions Driven Driving questions can increase curiosity, purpose, attention, and well-connected memoriesR: Reward (motivating Student behavior) -shape behavior with extrinsic rewards -sustain engagement with intrinsic rewardS: Self-Explanation (Go beyond the information given) Improve comprehension by explaining, connecting, restating, talking throughT: Teaching Learn by teaching: peer instruction, jigsaw activitiesU: Undoing (overcoming misconceptions & misplaced reading) -Reveal the misconception; build up the alternate (correct) frameworkV: Visualization (giving structure to complex information) -distributing cognition, relational specificity, emergent structure, interpretive ease, reorganizationW: Worked Examples When creating step by step how-to’s: -reduce distracting complexity, avoid splitting attention, eliminate the need to search for information, & highlight the subgoalsX: Excitement (turning up attention and arousal) -focuses attention and improves memory formation -social interactions, movement, engage curiosity and interestY: Yes! (increasing self-efficacy) -past success; seeing others like you achieve the goal; hearing you are efficacious; psychological signals: noticing the effort and time involved while doing an activity. -growth vs. fixed mindset -changing attribution; Skill and willZ: zzzzz (consolidating memories for the day)- Laying down long term memoriesThe ABCs of How We Learn - 26 Scientifically Proven Approaches, How They Work, and When to Use Them by Daniel L. Schwartz download audio apple online thepiratebay
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