TY  - BOOK
AU  - Lovett,Marsha
AU  - Mayer,Richard E.
AU  - Bridges,Michael W.
AU  - DiPietro,Michele
AU  - Ambrose,Susan A.
AU  - Norman,Marie K.
TI  - How learning works: 8 research-based principles for smart teaching 
SN  - 9781119860143
AV  - LB1025.3 .L68 2023eb
PY  - 2023///]
CY  - Hoboken, New Jersey
PB  - John Wiley & Sons, Inc.
KW  - Effective teaching
KW  - Case studies
KW  - Educational innovations
KW  - School improvement programs
KW  - Learning, Psychology of
KW  - Learning
KW  - Teaching
N1  - Includes bibliographical references and indexes; Introduction. Bridging learning research and teaching practice -- Why do students' identities and stages of development matter for learning? -- How does students' prior knowledge affect their learning? -- How does the way students organize knowledge affect their learning? -- What factors motivate students to learn? -- How do students develop mastery? -- What kinds of practice and feedback enhance learning? -- Why does course climate matter for student learning? -- How do students become self-directed learners? -- Conclusion. Applying the eight principles to ourselves -- Appendix A. What are instructor self-assessments/reflections and how can we use them? -- Appendix B. What are ground rules and how can we use them? -- Appendix C. What are student self-assessments and how can we use them? -- Appendix D. What are concept maps and how can we use them? -- Appendix E. What are rubics and how can we use them? -- Appendix F. What are learner checklists and how can we use them? -- Appendix G. What are learning objectives and how can we use them? -- Appendix H. What are active learning strategies and how can we use them? -- Appendix I. What are reader responses/peer reviews and how can we use them? -- Appendix J. What are exam wrappers and how can we use them?
N2  - "We have expanded from seven to eight principles, which has allowed us to delve more deeply into the social and emotional components of learning. A brand new chapter (Chapter 1) explores individual differences among learners, and the intersections of identities and backgrounds that shape how students enter, respond to, and shape the learning environment. A reworked chapter (Chapter 7) investigates more fully the ways that instructors can shape the climate of their courses to make students feel included or marginalized -- and the implications for learning and performance. Across all eight principles, we updated the research previously discussed while integrating new areas of research. Wherever possible, we applied a diversity, equity, and inclusion lens, exploring issues of power, identity, and belonging as they relate to teaching and learning. We have also referenced a broader range of institution types and student populations than in the previous edition, and incorporated case studies and strategies relevant to emerging educational technologies and online and hybrid learning modalities."--
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=3574238
ER  -