An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyse learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers and psychology students.
Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humour and solid evidence, it describes 26 unique ways that students learn.
Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice.
The book covers field-defining learning theories ranging from behaviourism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.
Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate School of Education and holds the Nomellini-Olivier Chair in Educational Technology. He is an award-winning learning scientist, who also spent eight years teaching secondary school in Los Angeles and Kaltag, Alaska. His special niche is the ability to produce novel and effective learning activities that also test basic hypotheses about how people learn. Jessica M. Tsang, PhD, is a researcher and instructor at Stanford University's Graduate School of Education who studies how to design instruction that naturally recruits students' native capacities for learning and understanding. Her interdisciplinary research bridges between cognitive neuroscience and the design of effective classroom practices. She has previously worked in the fields of education philanthropy, urban school reform, and educational media technology. Kristen P. Blair, PhD, is a Senior Research Scholar and Instructor at Stanford University's Graduate School of Education. She develops technologies to support students' learning in math and science, and she studies child development and learning in classroom and in family contexts. She holds a PhD in Learning Sciences and Technology Design and a BS in Mathematical and Computational Science, both from Stanford University.