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 Whitten
  • Publisher : Anonim
  • Pages : 218 pages
  • ISBN :
  • 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 Whitten,Mitchell Rabinowitz,Sandra Whitten
  • Publisher : Unknown Publisher
  • Release : 28 October 2021
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 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

Encyclopedia of the Sciences of Learning

Encyclopedia of the Sciences of Learning
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  • Publisher : Springer Science & Business Media
  • Release : 05 October 2011
GET THIS BOOKEncyclopedia of the Sciences of Learning

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm

How Learning Works

How Learning Works
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  • 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,

Pocket Guide to Teaching for Medical Instructors

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  • Author : Advanced Life Support Group (ALSG)
  • Publisher : John Wiley & Sons
  • Release : 07 September 2011
GET THIS BOOKPocket Guide to Teaching for Medical Instructors

This new edition of the bestselling Pocket Guide to Teaching for Medical Instructors by the Advanced Life Support Group and Resuscitation Council (UK) provides an updated guide for instructors teaching on life support courses. Compiled by authors experienced in designing highly respected and successful courses, this guide gives sound, clear advice on the most effective methods of teaching. Content covers an introduction to the basic principles of teaching and deals in detail with a number of modes of teaching on

The Brain, Cognition, and Education

The Brain, Cognition, and Education
  • Author : Sarah L. Friedman,Kenneth A. Klivington,Rita W. Peterson
  • Publisher : Academic Press
  • Release : 25 September 2013
GET THIS BOOKThe Brain, Cognition, and Education

The Brain, Cognition, and Education is a collection of papers that deals with cross-disciplinary communication. This book addresses the use of concepts, methodologies, and research results from other experiments in the conduct of finding new knowledge. One paper addresses the relationships among neuroscience, cognitive psychology, and education to arrive at cross-interdisciplinary communication. Other papers discuss attention, the brain, and the control of cognition; one paper notes that selective attention as a cognitive system with its own measurable features can be

New Directions for Situated Cognition in Mathematics Education

New Directions for Situated Cognition in Mathematics Education
  • Author : Anne Watson,Peter Winbourne
  • Publisher : Springer Science & Business Media
  • Release : 03 January 2008
GET THIS BOOKNew Directions for Situated Cognition in Mathematics Education

This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are available which take this view specifically in mathematics education. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research.

Pocket Guide to Teaching for Clinical Instructors

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  • Author : Ian Bullock,Mike Davis,Andrew Lockey,Kevin Mackway-Jones
  • Publisher : John Wiley & Sons
  • Release : 17 August 2015
GET THIS BOOKPocket Guide to Teaching for Clinical Instructors

The Pocket Guide to Teaching for Clinical Instructors, 3rd edition, provides a concise introduction to teaching. Written by experienced medical educators from the Advanced Life Support Group and Resuscitation Council (UK), this best-selling guide gives comprehensive and practical advice on the most effective teaching methods. Pocket Guide to Teaching for Clinical Instructors covers basic principles and practical aspects of teaching in a variety of modalities. This edition includes material which reflects current developments within instructor courses and includes new material

How People Learn

How People Learn
  • Author : National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
  • Publisher : National Academies Press
  • Release : 11 August 2000
GET THIS BOOKHow People Learn

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

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Metacognition in Learning
  • Author : Nosisi Feza
  • Publisher : BoD – Books on Demand
  • Release : 11 December 2019
GET THIS BOOKMetacognition in Learning

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that

Informatics in Control, Automation and Robotics

Informatics in Control, Automation and Robotics
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  • Publisher : Springer
  • Release : 04 November 2014
GET THIS BOOKInformatics in Control, Automation and Robotics

The present book includes a set of selected papers from the tenth “International Conference on Informatics in Control Automation and Robotics” (ICINCO 2013), held in Reykjavík, Iceland, from 29 to 31 July 2013. The conference was organized in four simultaneous tracks: “Intelligent Control Systems and Optimization”, “Robotics and Automation”, “Signal Processing, Sensors, Systems Modeling and Control” and “Industrial Engineering, Production and Management”. The book is based on the same structure. ICINCO 2013 received 255 paper submissions from 50 countries, in all continents. After a double blind

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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

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  • Author : Niels Pinkwart,Bruce M. McLaren
  • Publisher : Bentham Science Publishers
  • Release : 01 January 2012
GET THIS BOOKEducational Technologies for Teaching Argumentation Skills

Considerable efforts have been made in developing and assessing educational technology to support and teach argumentation. These efforts have culminated in the form of techniques which include Intelligent Tutoring Systems and Computer Supported Collaborative Learning. Many of these techniques have been shown to be effective for specific argumentation domains. At the same time, the general design problem of how to support a learner's acquisition of argumentation skills through computer aided tools has not yet been perfected. This e-book presents a

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  • 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