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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