You liked it so much we posted it twice
Submitted by Judy C, one of our fabulous reference librarians:
Riley, Benjamin. (2016, April). The value of knowing how students learn. Phi Delta Kappan, 97(7): 35-38
This article highlights “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 Science of Learning contains six key questions related to how students learn, with principles from cognitive science that help answer them”:
- How do students understand new ideas?
- How do students learn and retain new information?
- How do students solve problems?
- How does learning transfer to new situations?
- What motivates students to learn?
- What are some common misconceptions about how students think and learn?
“The Science of Learning contains a handful of heresies that run counter to some of the prevailing winds of today’s education enterprise. Here are four examples:”
- To solve problems, students need to know facts.
- Tests can improve student learning.
- Content should not be kept from students because it might be developmentally inappropriate.
- Students do not have different learning styles: “The data overwhelmingly suggest that students do not learn more when presented with information in their preferred style.”
To access this article, obtain the password @ http://bit.ly/PL-Passwords (TDSB staff only), or contact the TDSB Professional Library @ firstname.lastname@example.org.
Original blog: https://ramott.wordpress.com/2016/05/02/how-students-learn/
Librarian -TDSB Professional Library
Entry filed under: Articles.