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The Value of Knowing How Students Learn

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Bibliographic Details
Title: The Value of Knowing How Students Learn
Language: English
Authors: Riley, Benjamin
Source: Phi Delta Kappan. Apr 2016 97(7):35-38.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: N
Page Count: 4
Publication Date: 2016
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Cognitive Science, Preservice Teachers, Scientific Principles, Learning Processes, Cognitive Processes, Teaching Methods, Teacher Education, Academic Achievement, Core Curriculum, Evidence
DOI: 10.1177/0031721716641646
ISSN: 0031-7217
Abstract: Deans for Impact, a nonprofit organization composed of leaders of educator-preparation programs throughout the U.S., believes cognitive science is an important part of an evidence-based core of knowledge that preservice teachers should possess. Member deans believe that cognitive science holds promise for improving learning and promoting the professionalization of teaching. With that in mind, Deans for Impact published a six-page white paper entitled "The Science of Learning," which summarizes existing research on how students learn and connects this research to practical implications for teaching. The paper was developed in close collaboration with cognitive scientist Dan Willingham and Paul Bruno, a former middle school science teacher. "The Science of Learning" contains six key questions related to how students learn, with principles from cognitive science that help answer them, and lists some practical implications for teaching that follow from these scientific principles.
Abstractor: As Provided
Number of References: 8
Entry Date: 2016
Accession Number: EJ1095240
Database: ERIC
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Abstract:Deans for Impact, a nonprofit organization composed of leaders of educator-preparation programs throughout the U.S., believes cognitive science is an important part of an evidence-based core of knowledge that preservice teachers should possess. Member deans believe that cognitive science holds promise for improving learning and promoting the professionalization of teaching. With that in mind, Deans for Impact published a six-page white paper entitled "The Science of Learning," which summarizes existing research on how students learn and connects this research to practical implications for teaching. The paper was developed in close collaboration with cognitive scientist Dan Willingham and Paul Bruno, a former middle school science teacher. "The Science of Learning" contains six key questions related to how students learn, with principles from cognitive science that help answer them, and lists some practical implications for teaching that follow from these scientific principles.
ISSN:0031-7217
DOI:10.1177/0031721716641646