Sunday, February 21, 2016

The Unified Learning Model






The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices
Buku ini diterbitkan tahun 2010 oleh  Springer Science+Business Media B.V., London adalah buku edisi  Pertama.


Judul:  The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices
Oleh:   Duane F. Shell, et al
Penerbit:  Springer Science+Business Media B.V., London
Tahun: 2010
Jumlah Halaman:  211 hal.

Penulis:

Prof. Duane F. Shell
University of Nebraska-Lincoln
College of Education & Human Sciences
USA
Prof. Guy Trainin
University of Nebraska-Lincoln
College of Education & Human Sciences
USA
Prof. Douglas F. Kauffman
University of Nebraska-Lincoln
College of Education & Human Sciences
USA

Prof. David W. Brooks
University of Nebraska-Lincoln
College of Education & Human Sciences
USA
Prof. Kathleen M. Wilson
University of Nebraska-Lincoln
College of Education & Human Sciences
USA
Dr. Lynne M. Herr
Educational Service Unit 6
USA

Lingkup Pembahasan:
Buku ini membahas tentang bagaimana manusia belajar. Fokus  buku ini adalah prinsip-prinsip kelas belajar,  buku ini menunjukkan secara universal.  Buku ini tidak membahas bagaimana bayi belajar bagaimana berbicara atau berjalan, atau bagaimana orang dewasa meningkatkan ayunan raket  tenis mereka.  Buku ini berupaya mengatasi semua pembelajaran dijelaskan oleh kata "berpikir", serta apa pun yang  mungkin bisa  dicoba untuk mengajar, atau menginstruksikan dalam pengaturan pendidikan formal.
Buku ini bukan tinjauan literatur. Sebaliknya,  buku ini diharapkan dapat digunakan untuk mengembangkan model pembelajaran terpadu..

Daftar Isi:

1  The Unified Learning Model 1
    WorkingMemory  2
    Knowledge  2
    Motivation  3
    ThreePrinciples ofLearning  3
    Notes   4
Part I Developing the Unified Learning Model
2  Learning   7

    TheNeurobiology ofLearning  7
    TheOperation of theNeuron  8
    TheArchitecture of theBrain  9
    What Is Knowledge?  10
    HowLearningWorks  10
    Meaningful Learning 11
    The Centrality of Working Memory 13
    Motivation   13
    General Rules of Learning    14
    OurLastWords ontheNeurobiology ofLearning   16
    Notes   16
3  Working Memory   19
    Working Memory Capacity   19
    How Working Memory Functions   20
    LearningPrinciple 1:WorkingMemoryAllocation  22
    Rule 1: New Learning Requires Attention  23
    Rule 2: Learning Requires Repetition  24
    Rule 3: Learning Is About Connections  25
    Expanding Working Memory Capacity   27
    WorkingMemory asConsciousness    29
    BasicRules ofWorkingMemory   29
    Notes  30
4  Knowledge  33
    Long-Term Memory in the Brain  33
    Storage in Long-Term Memory  34
    Retrieval from Long-Term Memory  34
    Connection in Long-Term Memory 35
    The Location of Knowledge in the Brain 36
    EpisodicMemory  36
    Semantic Knowledge  38
    Declarative and Procedural Knowledge  39
    Building a Chunk  40
    Procedural Knowledge  43
    Building a Procedure: Proceduralization   45
    Automaticity  47
    Building Larger Knowledge Networks  49
    Situated Knowledge and Transfer  51
    ProblemSolving andCriticalThinking   53
    Incidental Learning   54
    Knowledge and Working Memory Interaction: Expanding Capacity   56
    ULM Learning Principle 2: The Prior Knowledge Effect  58
    Basic Knowledge Processes   61
    Notes   62
5  Motivation  65
    LearningPrinciple 3:WorkingMemory andMotivation   66
    TheNeurobiology of “Biological”Motivation;Drives   67
    GoalValue   70
    Contingencies: The Experienced Past; The Expected Future 71
    Specific Motivational Expectancies   73
    Self-Efficacy   74
    Emotion  76
    TheULMandEmotion 78
    Interest  78
    TheHierarchicalStructureofMotivation   81
    MotivatingWorkingMemoryAllocation   82
    Notes   83
6  How the ULM Fits In  85
    Ability    85
    Heredity   86
    Cognitive Development and Stages   89
    Vygotsky – ZPD; Social Construction  92
    Short-Term Memory  94
    CognitiveLoad  95
    “Ah, Ha ” Moments Involve Special Marking for Later Retrieval  96
    Ordinary Learning Moments Require No Special Marking   97
    Savants:Prodigies    98
    Multiple Intelligences   99
    LearningStyles   101
    The Executive  101
    Gender Differences   102
    Primary Versus Secondary Learning   102
    History and Background   104
    Our Purpose in This Chapter  105
    Notes   106

Part II Applying the Unified Learning Model
7  Classroom Applications Overview  115

    Notes  116
8  Supporting Motivation  117
    LearningGoals   118
    Belief inEffort   121
    Goal Value and Outcome Expectancies  124
    Self-Efficacy  126
    Interest   129
    Discouraged Terms  131
    Summary Thoughts on Motivation  131
    Notes  131
9  Efficient Instruction  135
    CognitiveLoad  135
    Explicit Knowledge Is Teachable; Implicit Knowledge Isn’t  136
    Optimal “Difficulty” forNewContent  138
    Storage andRetrieval  139
    Notes  140
10  Feedback and Assessment  141
    Assessment  142
    Feedback  143
    Scaffold Learning by Responding to Outputs  148
    Notes  149
11  A Focus on Thinking. 151
    Content-Specific Thinking   152
    Have Students Anticipate (Expectancy-Driven Methods)  153
    Teachers Create Sub-goals (Parse the Intrinsic Load)  153
    Remove the Scaffolding   154
    Have Students Imagine Outcomes  154
    Accommodate Cognitive Artifacts   155
    Experts Practice Deliberately  156
    Conceptual Change  157
    Notes  158
12  Encouraging Self-regulation  161
    Five Students  161
    Five Profiles of Student Motivation and Self-regulation  162
    What Can Teachers Do?  165
    Final Thoughts on Self-Regulation  166
    Notes  167
13  Managing the Classroom Environment  169
    Classroom Deportment  171
    Notes  175
14  Improving as a Teacher 177
    Teachers’ Prior Knowledge  178
    Methods Courses Versus Professional Meetings  179
    VideoClubs   180
    Attention: New Learning Requires Working Memory 180
    Repetition  181
    Connections  181
    Effortless Versus Requiring Effort  182
    Connections Are Connections  183
    Closing Thoughts  184
    Notes  184
15  Policy . 187
    Pre-school   187
    Schools   188
    District, State: Organize Based upon Knowledge  189
    State, National: Large Pre- and Primary School Impacts  192
    Early-Career Teacher Mentoring  192
    PolicySummary  193
    Notes   194
16  Frontiers  197

    Declarative Versus Procedural   197
    Where IsWorkingMemory?  198
    Parental Involvement;RoteMemorization 198
    Laboratory Teaching   198
    The Science Demonstration  199
    Informal Education  200
    Evaluating Teachers  201
    Quantitative Modeling  202
    Notes   203
17  Epilogue  205
    Notes   207
Index   209


  
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