Guided Cognition for Learning

Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels. Explains why unsupervised learning is a major part of education Reviews the history of homework in American education Shows that quality of homework is more important than quantity Illustrates how Guided Cognition-designed homework improves learning for literature and mathematics Compares Guided Cognition to other types of instructional design Analyzes how the surface structure of Guided Cognition tasks relate to underlying psychological processes Discusses the effects of the internet on learning Presents applications that facilitate lifelong learning Includes an appendix of frames and guidelines for authoring Guided Cognition questions and tasks

Produk Detail:

  • Author : William B. Whitten II
  • Publisher : Academic Press
  • Pages : 218 pages
  • ISBN : 0128175397
  • Rating : 4/5 from 21 reviews
CLICK HERE TO GET THIS BOOKGuided Cognition for Learning

Guided Cognition for Learning

Guided Cognition for Learning
  • Author : William B. Whitten II,Mitchell Rabinowitz,Sandra E. Whitten
  • Publisher : Academic Press
  • Release : 21 May 2019
GET THIS BOOKGuided Cognition for Learning

Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and

Guided Instruction

Guided Instruction
  • Author : Douglas Fisher,Nancy Frey
  • Publisher : ASCD
  • Release : 01 January 2010
GET THIS BOOKGuided Instruction

In this book, the authors explain why telling students things over and over--and perhaps more slowly and more loudly--does not result in understanding. Instead, discover how to use a combination of questions, prompts, cues, direct explanations, and modeling to guide students' learning and build their understanding. Explore an approach to instruction that ensures you make the four strategic moves that help students become more capable and independent learners: (1) using robust and productive questions to check for understanding; (2) giving students prompts

Cognitive Load Theory

Cognitive Load Theory
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  • Publisher : Cambridge University Press
  • Release : 26 April 2010
GET THIS BOOKCognitive Load Theory

This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. It describes the theoretical foundations and assumptions of cognitive load theory (CLT), discusses the empirical findings about the application of CLT to the design of learning environments, and suggests new directions for future research.

Memory and Cognition in Learning

Memory and Cognition in Learning
  • Author : Jonathan Halls
  • Publisher : Association for Talent Development
  • Release : 01 May 2014
GET THIS BOOKMemory and Cognition in Learning

Recent studies in neuroscience, along with research in cognitive psychology and classic theories in adult education, put training professionals in the position to craft powerful learning experiences. “Memory and Cognition in Learning” reviews the current body of knowledge to explain how the brain responds to factors such as stress and emotion, and the role of both learner and trainer in the learning experience. This Infoline will: • outline key principles from cognitive learning theory • provide tips on facilitating an effective learning

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How Learning Works
  • Author : Susan A. Ambrose,Michael W. Bridges,Michele DiPietro,Marsha C. Lovett,Marie K. Norman
  • Publisher : John Wiley & Sons
  • Release : 16 April 2010
GET THIS BOOKHow Learning Works

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,

Teaching and Supervising Cognitive Behavioral Therapy

Teaching and Supervising Cognitive Behavioral Therapy
  • Author : Donna M. Sudak,R. Trent Codd, III,John W. Ludgate,Leslie Sokol,Marci G. Fox,Robert P. Reiser,Derek L. Milne
  • Publisher : John Wiley & Sons
  • Release : 19 October 2015
GET THIS BOOKTeaching and Supervising Cognitive Behavioral Therapy

A total CBT training solution, with practical strategies forimproving educational outcomes. Teaching and Supervising Cognitive Behavioral Therapy isthe first comprehensive package to provide empirically-validatedCBT training and supervisory techniques. Applicable to a variety ofbehavioral health care disciplines, this multi-modal guide provideseducators with the information and tools that can help improveeducational outcomes. An examination of CBT developments over thepast twenty years leads into a discussion of practical applicationsfor improving CBT education, while addressing the technologicaladvances that facilitate dissemination and the specific challengesposed

Differentiation for the Adolescent Learner

Differentiation for the Adolescent Learner
  • Author : Glenda Beamon Crawford
  • Publisher : Corwin Press
  • Release : 22 May 2008
GET THIS BOOKDifferentiation for the Adolescent Learner

Activate learning with practical techniques that put brain research and technology into practice! Translating brain research into practical classroom strategies, this valuable resource for adolescent-centered teaching provides keys to curriculum design, instruction, and assessment within the context of a developmentally appropriate, differentiated approach. This book focuses on learners’ intellectual, social, and emotional needs and equips teachers with: A six-point differentiation model Tactics tailored to English Language Learners, gifted learners, and students with special needs Ways to capitalize on technology Brain-friendly

Schools for Thought

Schools for Thought
  • Author : John T. Bruer
  • Publisher : MIT Press
  • Release : 25 February 1994
GET THIS BOOKSchools for Thought

Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how

Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners

Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners
  • Author : Jennifer T. Mascolo,Vincent C. Alfonso,Dawn P. Flanagan
  • Publisher : John Wiley & Sons
  • Release : 24 February 2014
GET THIS BOOKEssentials of Planning, Selecting, and Tailoring Interventions for Unique Learners

A Resource for Designing and Implementing Intervention Programs for At-Risk Learners This authoritative resource provides step-by-step procedures for planning, selecting, and tailoring interventions for at-risk learners with a unique focus on how to individualize interventions using actual case examples. In addition, this volume offers guidelines for gathering and interpreting data in a manner that assists in identifying targets for intervention and rich discussion and information relating to specific academic, cognitive, and behavioral manifestations of students with learning difficulties in reading,