By Kevin D. Washburn
Turn into an Architect of studying! (blueprints included). The mind constructs new studying, sorting and labeling new information, evaluating it with previous event, and utilizing ensuing understandings to engage with the surroundings. Written for lecturers, academic leaders, and educational designers, this consultant offers instruments for constructing instructing that engages the coed considering had to build studying. With utilized learn from neuroscience and cognitive psychology, The structure of studying introduces a sequence of blueprints that strategically direct a instructor s considering and making plans. The ensuing guide capitalizes at the mind s penchant for styles and strikes scholars from spotting a reference aspect for developing new knowing to utilizing new studying to consider and act at the genuine global. The structure of studying addresses: figuring out how scholars research, development blocks of studying, subject material kinds and concentration techniques of studying, aligning studying, instructing, and evaluation, serious and artistic considering in instructing and studying, comparing and revising guideline
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Extra info for The Architecture of Learning Designing Instruction for the Learning Brain
Example text
How do you want the rooms to connect? How do you hope to move within the space? The answers to these questions would influence the content and cohesiveness of our home’s design. Designing instruction requires answers to similar questions: 56 1. What will your students be learning? What will they do with their learning? 2. What pattern(s) support(s) the instructional material? How will that/those pattern(s) connect to your students’ prior experience? 3. How will you focus your students’ attention and engage the mental processing needed to construct the learning?
Each can create a work of art only when all the others contribute their talents. Artist A can produce stunning results, but only when Artists B, C, and D contribute their talents to the effort. Likewise for Artists B, C, and D. These complementary artists have attempted working alone or with one or two others, but quickly discovered optimal results depended on a four-way interaction. The core processes in learning reflect the complementary nature of this artist consortium. The five processes previously introduced—experience, comprehension, elaboration, application, and intention—interact to produce learning.
I began presenting the key concepts of coaching, pausing occasionally to allow the teachers to think about the nut and bolt. (Are you wondering what associations they made? ) They entered into the discussion of coaching wanting to solve the “mystery”: What does this nut and bolt have to do with coaching? That sense of not knowing—of wanting to discover what someone had challenged them to find— focused and sustained their attention. When the group recognized that the bolt represented expectations and the nut represented coaching, they solved the mystery: cycles of coaching around consistent expectations generate upward movement or increased achievement.