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The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices

:	Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
:	The Unified Learning Model How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices
:	Springer-Verlag
:	9789048132157
:	1
:	CHF 104.90
:

:	Angewandte Psychologie
:	English

:	212
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

This is a book about how humans learn. Our focus is on classroom learning although the principles are, as the name of this book indicates, universal. We are concerned with learning from pre-school to post-graduate. We are concerned with most bu- ness, industrial and military training. We do not address how infants learn how to speak or walk, or how grown-ups improve their tennis swing. We do address all learning described by the word 'thought', as well as anything we might try to teach, or instruct in formal educational settings. In education, the words theory and model imply conjecture. In science, these same words imply something that is a testable explanation of phenomena able to predict outcomes of experiments. This book presents a model of learning that the authors offer in the sense of scientists rather than educators. Conjecture implies that information is incomplete, and so it surely is with human learning. On the other hand, we assert that more than enough is known to sustain a 'scienti?c' model of learning. This book is not a review of the literature. Instead, it is a synthesis. Scholars and many teachers likely have heard much if not most or even all of the information we use to develop the uni?ed learning model. What you have not read before is a model putting the information together in just this way; this is the ?rst one.

	Preface	4
	Contents	6
	1 The Unified Learning Model	11
	Working Memory	11
	Knowledge	12
	Motivation	13
	Three Principles of Learning	13
	Notes	14
	Part I Developing the Unified Learning Model	15
	2 Learning	16
	The Neurobiology of Learning	16
	The Operation of the Neuron	17
	The Architecture of the Brain	18
	What Is Knowledge?	19
	How Learning Works	19
	Meaningful Learning	20
	The Centrality of Working Memory	22
	Motivation	22
	General Rules of Learning	23
	1. New Learning Requires Attention	23
	2. Learning Requires Repetition	23
	3. Learning Is About Connections	23
	4. Some Learning Is Effortless	Some Requires Effort
	5. Learning Is Learning	24
	Our Last Words on the Neurobiology of Learning	24
	Notes	25
	3 Working Memory	27
	Working Memory Capacity	27
	How Working Memory Functions	28
	Learning Principle 1: Working Memory Allocation	30
	Rule 1: New Learning Requires Attention	31
	Rule 2: Learning Requires Repetition	32
	Rule 3: Learning Is About Connections	33
	Expanding Working Memory Capacity	35
	Working Memory as Consciousness	36
	Basic Rules of Working Memory	37
	Storage Rules	37
	Retrieval Rule	38
	Notes	38
	4 Knowledge	40
	Long-Term Memory in the Brain	40
	Storage in Long-Term Memory	41
	Retrieval from Long-Term Memory	41
	Connection in Long-Term Memory	42
	The Location of Knowledge in the Brain	43
	Episodic Memory	43
	Semantic Knowledge	45
	Declarative and Procedural Knowledge	46
	Declarative Knowledge	46
	Building a Chunk	47
	Procedural Knowledge	50
	Building a Procedure: Proceduralization	52
	Automaticity	54
	Building Larger Knowledge Networks	56
	Declarative Networks	56
	Procedural Networks	57
	Situated Knowledge and Transfer	58
	Problem Solving and Critical Thinking	60
	Incidental Learning	61
	Knowledge and Working Memory Interaction: Expanding Capacity	62
	ULM Learning Principle 2: The Prior Knowledge Effect	65
	Basic Knowledge Processes	68
	Notes	69
	5 Motivation	72
	Learning Principle 3: Working Memory and Motivation	73
	The Neurobiology of Biological Motivation	Drives
	Extensions of Drive Theories	75
	Beyond Drive	75
	Goals	75
	Goal Value	77
	Contingencies: The Experienced Past	The Expected Future
	Specific Motivational Expectancies	80
	Self-Efficacy	81
	Emotion	83
	Emotional Content of Knowledge	84
	Emotions as Goals	85
	The ULM and Emotion	85
	Interest	85
	Situational Interest	86
	Personal Interest	86
	Interest Is Idiosyncratic	87
	The Hierarchical Structure of Motivation	88
	Motivating Working Memory Allocation	89
	Notes	90
	6 How the ULM Fits In	92
	Ability	92
	Heredity	93
	Cognitive Development and Stages	96
	Vygotsky ZPD	Social Construction
	Short-Term Memory	101
	Cognitive Load	102
	Ah, Ha Moments Involve Special Marking for Later Retrieval	103
	Ordinary Learning Moments Require No Special Marking	104
	Savants: Prodigies	105
	Special Memory	106
	Multiple Intelligences	106
	Learning Styles	107
	The Executive	108
	Gender Differences	109
	Primary Versus Secondary Learning	109
	History and Background	111
	Our Purpose in This Chapter	112
	Notes	113
	Part II Applying the Unified Learning Model	119
	7 Classroom Applications Overview	120
	Notes	121
	8 Supporting Motivation	122
	Learning Goals	122
	Belief in Effort	126
	Goal Value and Outcome Expectancies	129
	Self-Efficacy	131
	Interest	133
	Discouraged Terms	135
	Summary Thoughts on Motivation	136
	Notes	136
	9 Efficient Instruction	140
	Cognitive Load	140
	The CORE Lesson Model	140
	Explicit Knowledge Is Teachable	Implicit Knowledge Isnt
	Optimal Difficulty for New Content	143
	Storage and Retrieval	144
	Notes	144
	10 Feedback and Assessment	146
	Assessment	146
	Feedback	147
	New Learning Requires	148
	Learning Requires Repetition	149
	Learning Is About Connections	149
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