Full Description
Go beyond personal experience and discover scientific principles that will elevate your teaching
The international bestseller How Do We Learn? decodes years of cognitive science research into actionable strategies for K-12 teachers, curricula designers, and administrators. You'll discover how classic and emerging findings can transform pedagogy by pointing at practices that take advantage of the innate structures of the human brain. Written in an easy-to-understand style, this book delves into the cognitive mechanisms that govern learning and memory. You'll also discover the socioemotional factors that influence students' motivation and performance.
Researchers have investigated key teaching methods such as feedback and evaluation to identify how school environments influence self-motivation to learn. In this book, Héctor Ruiz Martín unites scientific principles with personal engagement, helping teachers ensure that students can thrive in the classroom and beyond.
Learn how students learn so you can help them achieve academic success
Get practical tips and strategies for aligning your teaching with scientific evidence
Gain fascinating insights into the human mind and discover how to promote student achievement through socioemotional engagement
Help students feel motivated and achieve at their best
How Do We Learn? offers rigorous scientific insights—explained in accessible terms and translated into actionable steps that K-12 teachers in all disciplines can put into practice right away.
Contents
Foreword by Doug Lemov ix
Introduction 1
Section 1 The Science of How we Learn
1.1 The Scientific Study of Learning and Teaching 7
Section 2 The Cognitive Processes of Learning
2.1 Components of Memory 25
2.2 Organization of Memory 35
2.3 Memory Processes 45
2.4 Reorganization of Memory 61
2.5 Transfer of Learning 71
2.6 Working Memory 83
2.7 Deep Learning 95
Section 3 Social and Emotional Factors in Learning
3.1 The Role of Emotions in Learning 109
3.2 Motivation 123
3.3 Beliefs 137
3.4 The Social Dimension of Learning 155
Section 4 Self- Regulation of Learning
4.1 Metacognition 167
4.2 Self- Control 175
4.3 Emotional Self- Regulation 183
4.4 Resilience and Grit 193
Section 5 Key Teaching Processes
5.1 Instruction 203
5.2 Feedback 213
5.3 Assessment 225
Appendix: Pseudoscientific Myths About Learning 237
References 249
