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Author: Clifton Conrad Publisher: JHU Press ISBN: 142144352X Category : Education Languages : en Pages : 143
Book Description
How can colleges and universities engage students in ways that prepare them to solve problems in our rapidly changing world? Most American colleges and universities assimilate students into highly competitive undergraduate experiences. By placing achievement for personal and material gain as the bedrock of a college education, these institutions fail to educate students to become collaborative learners: people who are committed and prepared to join with others in developing promising solutions to problems that they share with others. Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. Learning with Others presents a set of core practices to empower students to enter, nourish, and sustain collaborative learning and outlines how to blend the roles and responsibilities of faculty, staff, and students; how to adopt best practices for receiving and giving feedback on problem-solving; and how to anchor a curriculum in shared problem-solving. Bringing together lessons learned from more than 300 interviews, along with notes from 14 campus visits, 3 national convenings, and examples from across our nation's colleges and universities, Conrad and Lundberg explore ways in which successful antiracist networks of problem-solvers are learning to contribute to the flourishing of their communities on campus and far beyond. Outlining strategies for identifying and dismantling barriers to participation, Learning with Others will pique interest among faculty, students, and administrators in higher education and a wide range of external stakeholders—from families and communities to policymakers and funders.
Author: Clifton Conrad Publisher: JHU Press ISBN: 142144352X Category : Education Languages : en Pages : 143
Book Description
How can colleges and universities engage students in ways that prepare them to solve problems in our rapidly changing world? Most American colleges and universities assimilate students into highly competitive undergraduate experiences. By placing achievement for personal and material gain as the bedrock of a college education, these institutions fail to educate students to become collaborative learners: people who are committed and prepared to join with others in developing promising solutions to problems that they share with others. Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. Learning with Others presents a set of core practices to empower students to enter, nourish, and sustain collaborative learning and outlines how to blend the roles and responsibilities of faculty, staff, and students; how to adopt best practices for receiving and giving feedback on problem-solving; and how to anchor a curriculum in shared problem-solving. Bringing together lessons learned from more than 300 interviews, along with notes from 14 campus visits, 3 national convenings, and examples from across our nation's colleges and universities, Conrad and Lundberg explore ways in which successful antiracist networks of problem-solvers are learning to contribute to the flourishing of their communities on campus and far beyond. Outlining strategies for identifying and dismantling barriers to participation, Learning with Others will pique interest among faculty, students, and administrators in higher education and a wide range of external stakeholders—from families and communities to policymakers and funders.
Author: National Research Council Publisher: National Academies Press ISBN: 0309131979 Category : Education Languages : en Pages : 386
Book Description
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Author: H. James Garrett Publisher: Counterpoints ISBN: 9781433132384 Category : Reflective teaching Languages : en Pages : 0
Book Description
In this book, H. James Garrett inquires into the processes of learning about the social world, populated as it often is with bewildering instances of loss, violence, and upheaval. In such learning, interactions invite and enliven our passionate responses, or prompt us to avoid them. Interpreting and working with these often emotional reactions is critical to social studies education and developing strategies for individuals to participate in democracy. Garrett illustrates ways that learning about the world does not occur in absence of our intimate relations to knowledge, the way learning sometimes feels like our undoing, and how new knowledge can feel more like a burden than an advantage.
Author: Casey Reason Publisher: Solution Tree Press ISBN: 1935543938 Category : Education Languages : en Pages : 237
Book Description
Improve the quality of organizational learning in your school and address how current demands for rapid change and accountability contribute to levels of fear and stress. The author draws on educational, psychological, and neuroscientific research to show how leaders can change the prevailing emotional climate or tone of a school to promote deeper learning at all levels.
Author: Barbara Oakley, PhD Publisher: Penguin ISBN: 052550446X Category : Juvenile Nonfiction Languages : en Pages : 258
Book Description
A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: Why sometimes letting your mind wander is an important part of the learning process How to avoid "rut think" in order to think outside the box Why having a poor memory can be a good thing The value of metaphors in developing understanding A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.
Author: Josh Waitzkin Publisher: Simon and Schuster ISBN: 0743277465 Category : Biography & Autobiography Languages : en Pages : 291
Book Description
An eight-time national chess champion and world champion martial artist shares the lessons he has learned from two very different competitive arenas, identifying key principles about learning and performance that readers can apply to their life goals. Reprint. 35,000 first printing.
Author: Susan A. Ambrose Publisher: John Wiley & Sons ISBN: 0470617608 Category : Education Languages : en Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Ron Williams Publisher: Greenleaf Book Group ISBN: 1626346232 Category : Business & Economics Languages : en Pages : 327
Book Description
This master class on leadership, written by one of America’s most prominent and successful executives, will help you develop the professional leadership qualities that deliver personal, interpersonal, and organizational success. In Learning to Lead: The Journey to Leading Yourself, Leading Others, and Leading an Organization, Ron Williams provides you with practical, tested leadership advice, whether you’re searching for a new career, looking for proven management solutions, or seeking to transform your organization. Developed from Williams’s own personal and professional journey, as well as the experiences of America’s leading CEOs, these strategies emerge boldly from engaging stories, outlined with practical steps for you to accomplish goals such as— • Launching your career quest • Avoiding professional pitfalls, wrong turns, and wasted effort • Overcoming interpersonal challenges and conflicts • Building and leading an effective, high-performance team • Prioritizing and solving problems from multiple perspectives • Developing your leadership style and mastering communication • Casting a vision and changing the culture of your organization After finishing Learning to Lead, you will be well equipped to take the next step to success in your personal and professional leadership journey. Williams’s book has the potential to join other leadership development classics on your shelf—to be read repeatedly and consulted throughout the span of your career.
Author: Paul L. Harris Publisher: Harvard University Press ISBN: 0674069846 Category : Psychology Languages : en Pages : 318
Book Description
If children were little scientists who learn best through firsthand observations and mini-experiments, as conventional wisdom holds, how would a child discover that the earth is round—never mind conceive of heaven as a place someone might go after death? Overturning both cognitive and commonplace theories about how children learn, Trusting What You’re Told begins by reminding us of a basic truth: Most of what we know we learned from others. Children recognize early on that other people are an excellent source of information. And so they ask questions. But youngsters are also remarkably discriminating as they weigh the responses they elicit. And how much they trust what they are told has a lot to do with their assessment of its source. Trusting What You’re Told opens a window into the moral reasoning of elementary school vegetarians, the preschooler’s ability to distinguish historical narrative from fiction, and the six-year-old’s nuanced stance toward magic: skeptical, while still open to miracles. Paul Harris shares striking cross-cultural findings, too, such as that children in religious communities in rural Central America resemble Bostonian children in being more confident about the existence of germs and oxygen than they are about souls and God. We are biologically designed to learn from one another, Harris demonstrates, and this greediness for explanation marks a key difference between human beings and our primate cousins. Even Kanzi, a genius among bonobos, never uses his keyboard to ask for information: he only asks for treats.
Author: Clifton Conrad
Author: Clifton Conrad
Author: National Research Council
Author: H. James Garrett
Author: Casey Reason
Author: Barbara Oakley, PhD
Author: Josh Waitzkin
Author: Susan A. Ambrose
Author: Ron Williams
Author: Paul L. Harris
Author: Charlie T. Jones