Unified Learning Model (eBook)

Preface 4
Contents 6
1 The Unified Learning Model 11
Working Memory 11
Knowledge 12
Motivation 13
Three Principles of Learning 13
Notes 14
Part I Developing the Unified Learning Model 15
2 Learning 16
The Neurobiology of Learning 16
The Operation of the Neuron 17
The Architecture of the Brain 18
What Is Knowledge? 19
How Learning Works 19
Meaningful Learning 20
The Centrality of Working Memory 22
Motivation 22
General Rules of Learning 23
1. New Learning Requires Attention 23
2. Learning Requires Repetition 23
3. Learning Is About Connections 23
4. Some Learning Is Effortless Some Requires Effort
5. Learning Is Learning 24
Our Last Words on the Neurobiology of Learning 24
Notes 25
3 Working Memory 27
Working Memory Capacity 27
How Working Memory Functions 28
Learning Principle 1: Working Memory Allocation 30
Rule 1: New Learning Requires Attention 31
Rule 2: Learning Requires Repetition 32
Rule 3: Learning Is About Connections 33
Expanding Working Memory Capacity 35
Working Memory as Consciousness 36
Basic Rules of Working Memory 37
Storage Rules 37
Retrieval Rule 38
Notes 38
4 Knowledge 40
Long-Term Memory in the Brain 40
Storage in Long-Term Memory 41
Retrieval from Long-Term Memory 41
Connection in Long-Term Memory 42
The Location of Knowledge in the Brain 43
Episodic Memory 43
Semantic Knowledge 45
Declarative and Procedural Knowledge 46
Declarative Knowledge 46
Building a Chunk 47
Procedural Knowledge 50
Building a Procedure: Proceduralization 52
Automaticity 54
Building Larger Knowledge Networks 56
Declarative Networks 56
Procedural Networks 57
Situated Knowledge and Transfer 58
Problem Solving and Critical Thinking 60
Incidental Learning 61
Knowledge and Working Memory Interaction: Expanding Capacity 62
ULM Learning Principle 2: The Prior Knowledge Effect 65
Basic Knowledge Processes 68
Notes 69
5 Motivation 72
Learning Principle 3: Working Memory and Motivation 73
The Neurobiology of Biological Motivation Drives
Extensions of Drive Theories 75
Beyond Drive 75
Goals 75
Goal Value 77
Contingencies: The Experienced Past The Expected Future
Specific Motivational Expectancies 80
Self-Efficacy 81
Emotion 83
Emotional Content of Knowledge 84
Emotions as Goals 85
The ULM and Emotion 85
Interest 85
Situational Interest 86
Personal Interest 86
Interest Is Idiosyncratic 87
The Hierarchical Structure of Motivation 88
Motivating Working Memory Allocation 89
Notes 90
6 How the ULM Fits In 92
Ability 92
Heredity 93
Cognitive Development and Stages 96
Vygotsky ZPD Social Construction
Short-Term Memory 101
Cognitive Load 102
Ah, Ha Moments Involve Special Marking for Later Retrieval 103
Ordinary Learning Moments Require No Special Marking 104
Savants: Prodigies 105
Special Memory 106
Multiple Intelligences 106
Learning Styles 107
The Executive 108
Gender Differences 109
Primary Versus Secondary Learning 109
History and Background 111
Our Purpose in This Chapter 112
Notes 113
Part II Applying the Unified Learning Model 119
7 Classroom Applications Overview 120
Notes 121
8 Supporting Motivation 122
Learning Goals 122
Belief in Effort 126
Goal Value and Outcome Expectancies 129
Self-Efficacy 131
Interest 133
Discouraged Terms 135
Summary Thoughts on Motivation 136
Notes 136
9 Efficient Instruction 140
Cognitive Load 140
The CORE Lesson Model 140
Explicit Knowledge Is Teachable Implicit Knowledge Isnt
Optimal Difficulty for New Content 143
Storage and Retrieval 144
Notes 144
10 Feedback and Assessment 146
Assessment 146
Feedback 147
New Learning Requires 148
Learning Requires Repetition 149
Learning Is About Connections 149
Teaching to the Test 150
High-Stakes Testing Versus Feedback 151
Praise Versus Encouragement 152
Scaffold Learning by Responding to Outputs 152
Notes 154
11 A Focus on Thinking 155
Content-Specific Thinking 156
Have Students Anticipate (Expectancy-Driven Methods) 156
Teachers Create Sub-goals (Parse the Intrinsic Load) 157
Remove the Scaffolding 158
Have Students Imagine Outcomes 158
Accommodate Cognitive Artifacts 159
Experts Practice Deliberately 160
Conceptual Change 161
Notes 162
12 Encouraging Self-regulation 165
Five Students 165
Five Profiles of Student Motivation and Self-regulation 166
What Can Teachers Do? 169
Final Thoughts on Self-Regulation 170
Notes 171
13 Managing the Classroom Environment 172
Structure -- Based on Goals 172
Contingency 173
Outcome Expectancy 174
Classroom Deportment 174
Teach Expected Behaviors 175
Dealing with Inappropriate Behavior 175
Breaking Up Is Hard to Do 176
Notes 178
14 Improving as a Teacher 179
Teachers Prior Knowledge 180
Methods Courses Versus Professional Meetings 181
Video Clubs 182
Attention: New Learning Requires Working Memory 182
Repetition 182
Connections 183
Effortless Versus Requiring Effort 184
Connections Are Connections 185
Closing Thoughts 186
Notes 186
15 Policy 188
Pre-school 188
Schools 189
School: Discourage Words Suggesting Innate Abilities 189
District, State: Organize Based upon Knowledge 189
Gifted Students, Skipping Grades, and Advanced Placement 191
State, National: Large Pre- and Primary School Impacts 193
Early-Career Teacher Mentoring 193
Policy Summary 194
Notes 195
16 Frontiers 197
Declarative Versus Procedural 197
Where Is Working Memory? 198
Parental Involvement Rote Memorization
Laboratory Teaching 198
The Science Demonstration 199
Informal Education 200
Evaluating Teachers 201
College Teacher Evaluation 201
K-12 Teacher Evaluation 201
Quantitative Modeling 202
Notes 203
17 Epilogue 204
Notes 205
Index 207