In this new edition of the highly regarded "Why Don't Students Like School?" cognitive psychologist Daniel Willingham turns his research on the biological and cognitive basis of learning into workable teaching techniques. This book will help you improve your teaching practice by explaining how you and your students think and learn. It…

Now in a fully updated seventh edition, "The Teaching of Science in Primary Schools" provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching…

Innovation is one of the key drivers of success in modern business, and continuous learning is what drives innovation. Building on the theory and practice of consulting psychology and the science of learning, along with principles of human resources development, Manuel London and Thomas Diamante articulate a five-step process for designing and…

Describes the learning spiral, which was designed as a framework for instructional planning. Grounded in constructivism, the learning spiral attempts to align learning experiences at school with learning experiences in life. The components of the learning spiral are engage, investigate, share, and assess. The learning spiral is recursive, and it…

Describes potential role of flow experiences in motivating students to learn. Discusses the characteristics of flow: goals are clear, feedback is immediate, skills match challenges, concentration is deep, problems are forgotten, control is possible, self-consciousness disappears, sense of time is altered, and experience becomes autotelic. Then…

Based on the premise that changes in technology and organizational development suggest that 75% of people working today are likely to need training within the next 10 years, this book addresses training as one of the most effective ways to learn the new skills and knowledge needed for the future. The book sees opportunities for outstanding…

The ability to recognize and recall details about objects helps scientists figure out the answers to problems. Observational skills can be developed by sketching objects in detail. Rapid drawing can improve students' sense of important features and rapid memorization of clues about an object. (JDD)

Part of a collection of papers commissioned by Foundations, a career development project sponsored by the National Technical Institute for the Deaf (NTID), the paper reviews research on transfer of knowledge and skills from one situation to another. A transfer classification scheme is proposed based on the notion that an individual's knowledge can…

Focusing on the ST-ART shorthand theory presentation method, this article discusses the following principles of language-motor skill acquisition: mental practice, symbol-sound association, verbal mediation, recitation and articulation, hierarchy of habits, overlearning, learner anxiety, sense modality, guided practice, kinesthetic imagery, visual…

Twenty ways are presented to help students with special needs gain and apply learning strategies more efficiently, including helping students discriminate whether information is useful or irrelevant, focusing on metacognitive development, encouraging self-sufficiency, helping students organize material into meaningful units, and having student…

This paper contends that a person's readiness for academic learning should be based on his/her developmental readiness, not on chronological age requirements. Human beings develop at their own neurological rates (biological clock). The paper first cites research on a "sensitive learning period" in which learning is mastered in a more efficient…

Considers nature of debriefing, its central importance in experience-based learning, and its relationship to briefing, as well as debriefing's purposes, their relationship to different types of knowledge being processed, and various ways to organize the process. Suggestions to make the debriefing experience more effective are presented. (MBR)

Recognizing that toy-making activities have tremendous potential for developing good parent-child interactions, this paper examines (1) the why, where, when, how, and who of making toys at home; (2) the use of toys in play; and (3) the value of toys as tools for learning. The snags and obstacles of toy making as well as the challenges and benefits…

Problem-based learning is argued to be the most effective means of developing students' general mental abilities, integrating academic and operational approaches to higher education, and instilling a high level of student motivation and capacity for active learning. Conditions for successful problem-based learning are discussed. (Author/MSE)

The National Association of Secondary School Principals (NASSP) published a new learning style instrument in 1986--the NASSP Learning Style Profile (LSP). The LSP yields independent scores on 24 discrete elements of learning style. Its purpose is to provide educators with a well-validated and easy to use instrument for diagnosing cognitive styles,…