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Sed514 Spring 2021 How People Learn II Wiki
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Context and Culture
The Cultural Nature of Learning
Defining Culture
The Role of Culture in Learning and Development
Learning as Social Activity
The Dynamic Interaction of Culture, Biology, and Context
Social and Emotional Influences
Physical Influences
Nutrition
Sleep
Exercise
Environmental Toxins
Conclusions
Types of Learning and the Developing Brain
Types of Learning
Three Learning Scenarios
Basic Types of Learning
Habit Formation and Conditioning
Observational Learning
Implicit Pattern Learning
Perceptual and Motor Learning
Learning of Facts
Learning by Making Inferences
Integrating Types of Learning
Learning and the Brain
Prenatal and Lifelong Brain Development and Maturation
Brain Adaptation in Response to Learning
Sharing and Recycling of Neural Tissue
“Tuning” to New Requirements
Varying Time Frames for Adaptation
Evidence of Learning-Related Changes in the Brain Throughout the Life Span
Conclusions
Processes That Support Learning
Orchestrating Learning
Executive Function
Self-Regulation of Learning
Memory
Reconstructing Memories
Working and Long-Term Memory
Working Memory
Long-Term Memory
Memory for Episodes of Learning
Conclusions
Knowledge and Reasoning
Building a Knowledge Base
Knowledge and Expertise
Benefits of Expertise
Bias as a Natural Side Effect of Knowledge
Knowledge Integration and Reasoning
Inferential Reasoning
Age-Related Changes in Knowledge and Reasoning
Effects of Culture on Reasoning
Strategies to Support Learning
Strategies for Knowledge Retention
Retrieval Practice
Spaced Practice
Interleaved and Variable Practice
Retrieval Practice
Strategies for Understanding and Integration
Summarizing and Drawing
Developing Explanations
Conclusions
Motivation to Learn
Theoretical Perspectives
Learners' Beliefs and Values
Self-Efficacy
Values
Interest
Intrinsic Motivation
External Rewards
Effects of Choice
The Importance of Goals
Types of Goals
Influence of Teachers on Learners’ Goals
Learning Goals and Other Goals
Future Identities and Long-Term Persistence
Social and Cultural Influences on Motivation
Cross-Cultural Differences in Learners’ Self-Construals
Social Identity and Motivation Processes
Stereotype Threat
Interventions to Improve Motivation
Conclusions
Implications for Learning in School
Culture and Learning in School
School and Classroom Contexts
Learning Environments
Negative Consequences of Bias
Shifting from “Deficit” to “Asset” Models
Discipline-Specific Learning
Mathematics
Science
History
Engaging and Empowering Learners
Self-Regulated Learning
Instructional Approaches for Engaging the Learner
Problem- and Project-Based Learning
Collaborative Learning
Problem-and Project-Based Learning
Assessing Learning
Providing Feedback to Learners
Connecting Assessment to Evidence about How Students Learn
Assessments Based on Learning Progressions
Evidence-Centered Design Approach to Assessments
Conclusions
Digital Technology
Aligning Technologies with Learning Goals
Affordances of Learning Technologies
Learning Through Repetition
Deeper Learning with Models
Collaborative and Cooperative Learning
Technology-Supported Self-Regulated Learning
Technologies That Stimulate Active Learning
Learning Through Game Play
Leveraging Stories and Favorite Characters
Empowering Learners as Producers and Creators
Making
Embodied Cognition
Conversational Agents
Technologies for Instruction
Linking Formal and Informal Learning
Orchestrating Instruction
Writing Instruction
Opportunities and Challenges
Digital Dashboard
Distance Learning
Mobile Personal Devices
Problematic Features of Technology
Universal Design
Technology for Learning in Later Life
The Digital Divide
A Systematic Approach to Implementation
Conclusions
Learning Across the Life Span
Changes that Occur with Age
Reasoning and Knowledge
Motivation for Learning
Learning Activities and Environments
Cognitive Abilities
Learning Disabilities
Causes of Learning Disabilities
Reading Disabilities
Mathematics Disabilities
Learning Disabilities in Adults
Adult Literacy
Interventions
Postsecondary Educational Experiences
Workforce Training
Determining Whether People Learn in the Workplace
Training Transfer
Autonomous Workplace Learning
Self-Regulated Learning in the Workplace
The Importance of Active Engagement
Fostering Lifelong Learning
Conclusions
Sed514 Spring 2021 How People Learn II Wiki
The Cultural Nature of Learning
O
ur culture is a huge part of who we are. When we learn, we learn from within the context of our own culture. This is an important consideration for educators in the classroom with respect to the students they teach.
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