Expanded to show how the theories and insights from the original hardcover edition can be translated into actions and practice, readers can now make valuable connections between classroom activities and learning behavior. This book offers exciting -- and useful -- information about the mind and the brain that provides some answers on how people actually learn.
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How People Learn: Brain, Mind, Experience, and School
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Expanded to show how the theories and insights from the original hardcover edition can be translated into actions and practice, readers can now make valuable connections between classroom activities and learning behavior. This book offers exciting -- and useful -- information about the mind and the brain that provides some answers on how people actually learn.
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Jyllian Martini –
There has GOT to be a less dry and tedious book for metacognition and research based teaching principles. Somewhere, please!
Andrea –
I should really give this four stars, but the first two or three chapters of this book are written in unreadable, clumsy jargon, so I'm being punitive. However, once it gets into reports and explanations of actual research and how the insights of this research apply to real learners, the book becomes fascinating and I forgot about the heavy prose. Still, for a book that touts itself as "teacher friendly" I'm thinking a thoughtful editor could have made this a less painful read. So let's say I wo I should really give this four stars, but the first two or three chapters of this book are written in unreadable, clumsy jargon, so I'm being punitive. However, once it gets into reports and explanations of actual research and how the insights of this research apply to real learners, the book becomes fascinating and I forgot about the heavy prose. Still, for a book that touts itself as "teacher friendly" I'm thinking a thoughtful editor could have made this a less painful read. So let's say I would actually give it five stars on content and 2 and a half on style.
Tony Petrosino –
Perhaps the single best volume of what we know scientifically about how we learn. Science now offers new conceptions of the learning process and the development of competent performance. Recent research provides a deep understanding of complex reasoning and performance on problem-solving tasks and how skill and understanding in key subjects are acquired. This book presents a contemporary account of principles of learning, and this summary provides an overview of the new science of learning.
Susan –
Ran across this cited in the Partnership for 21st Century Skills' white paper. Wish more actual educators and policy-makers were more aware of advances in the cognitive science of human learning. Science knows a lot more about learning nowadays than it did back when we put cats into boxes... I think the book is actually the report of a study funded by a federal grant. Unfortunately the writing has an institutional quality, but it clarifies many concepts you might run across if you're trying to r Ran across this cited in the Partnership for 21st Century Skills' white paper. Wish more actual educators and policy-makers were more aware of advances in the cognitive science of human learning. Science knows a lot more about learning nowadays than it did back when we put cats into boxes... I think the book is actually the report of a study funded by a federal grant. Unfortunately the writing has an institutional quality, but it clarifies many concepts you might run across if you're trying to read up on education.
Elizabeth –
This book first ignited my interest in figuring out how people learn. I continue to teach proceeding on the theories outlined in this book; namely, by understanding how people learn, I've become better equipped at what to teach and, perhaps even more importantly, why to teach a particular concept, principle, or idea. This book first ignited my interest in figuring out how people learn. I continue to teach proceeding on the theories outlined in this book; namely, by understanding how people learn, I've become better equipped at what to teach and, perhaps even more importantly, why to teach a particular concept, principle, or idea.
Sarah –
I didn't read the whole thing, just the parts that were assigned in my pedagogy class. UM, DRY AS STALE TOAST. I realize that someone reading the primary literature of my own field (not education) would also find it dry, but this was specifically designated for a wider audience so...eh. I dunno. I didn't read the whole thing, just the parts that were assigned in my pedagogy class. UM, DRY AS STALE TOAST. I realize that someone reading the primary literature of my own field (not education) would also find it dry, but this was specifically designated for a wider audience so...eh. I dunno.
Mark Feltskog –
This really is the bible for teachers. It says very bad things about the graduate program in education I attended (it was part of the New York City Teaching Fellowship's alternative teaching certification route) that it never exposed me to this book. This really is the bible for teachers. It says very bad things about the graduate program in education I attended (it was part of the New York City Teaching Fellowship's alternative teaching certification route) that it never exposed me to this book.
Marko Zanev –
I really like this book. It actually explains how the research has evolved. An old book, but definitely show what we still need to change in our educational system.
Damon –
Much better as a skim than a full read. Will be useful to revisit when I want to pull things out. Could get the gist through the conclusion sections and bulletpoints provided.
Steven –
Solid overview of learning theories and the state of education. Only deficiency is the dated material.
Lisa –
Let's be honest - I did not read this cover to cover. But I'd say I read enough of it to consider it read. Let's be honest - I did not read this cover to cover. But I'd say I read enough of it to consider it read.
Gracie –
A very acceptable overview of psychology, teaching strategies, and how people learn. Nothing riveting, it leans more toward the theoretical than practical. A good reference text for educators.
Nicholas –
Excellent text on learning theory. Takes a mostly Constructivist view. A bit much for my Ed Psych course, but is well written.
Karime –
One of the reviews here stated that this book was a "dry read" but I disagree; this book offered research that backed up most theories on learning at various stages and under several conditions. I loved it because it seemed to me to be so relatable and even though it is kind of an older book, its theories, like those of Dewey, Vygotsky, Foucault, Bakhtin, and Piaget, are still relevant. If I had to compare, I'd say that a textbook on Research, or Mixed Methods Research by Creswell is a more dry r One of the reviews here stated that this book was a "dry read" but I disagree; this book offered research that backed up most theories on learning at various stages and under several conditions. I loved it because it seemed to me to be so relatable and even though it is kind of an older book, its theories, like those of Dewey, Vygotsky, Foucault, Bakhtin, and Piaget, are still relevant. If I had to compare, I'd say that a textbook on Research, or Mixed Methods Research by Creswell is a more dry read than this.
Elizabeth Drake –
Every teacher and school administrator should read one of the books in this series. Easy to follow and packed full of important insights based on research. The ideas are not all new anymore, but everything is science-based. Some of the major points that I took away: The importance of understanding that students do not arrive in school as blank slates, but, instead, already have ideas about the world and how things work. Teachers need to address the prior knowledge that students bring to the class Every teacher and school administrator should read one of the books in this series. Easy to follow and packed full of important insights based on research. The ideas are not all new anymore, but everything is science-based. Some of the major points that I took away: The importance of understanding that students do not arrive in school as blank slates, but, instead, already have ideas about the world and how things work. Teachers need to address the prior knowledge that students bring to the classroom and build off of it. Students can often also bring in incorrect ideas about the world and the concepts of a subject, so it is equally important to figure out what students believe and correct those misinterpretations before you can teach anything that builds on them. "A logical extension of the view that new knowledge must be constructed from existing knowledge is that teachers need to pay attention to the incomplete understandings, the false beliefs, and the naive renditions of concepts that learners bring with them to a given subject. Teachers need to build on these ideas in ways that help each student achieve a more mature understanding. If students' initial ideas and beliefs are ignored, the understandings that develop can be very different from what the teacher intends." The authors discuss the difference between experts and novices; it turns out experts have memorized and can see patters much easier. They see the deep structure of a question, where as novices get stuck at the surface structure. "Research shows that it is not simply general abilities such as memory or intelligence, nor the use of general strategies that differentiate experts from novices. Instead, experts have acquired extensive knowledge that affects what they notice and how they organize, represent, and interpret information in their environment" (31). Learning and transfer: The researchers make recommendations for a curriculum that covers the core topics or principles of a subject in great depth, rather than a superficial covering of a lot of material. "Attempts to cover too many topics too quickly may hinder learning and subsequent transfer because students a) learn only isolated sets of facts that are not organized and connected or b) are introduced to organizing principles that they cannot grasp because they lack enough specific knowledge to make them meaningful" (58). Subjects need to be taught in multiple contexts and the teaching must include examples that demonstrate wide application of what is being taught. Knowledge must be abstracted so that it becomes fluid and can be applied to many situations. Students must develop metacognitive skills. They should become aware of themselves as learners and be taught how to actively monitor their learning strategies and access what they know and have yet to master.
Ammar Elmerhbi –
How People Learn is a fascinating book on the application of cognitive Science findings in practical teaching and learning. Whether you are a seasoned teacher or a novice, you need to read this book. Some teachers might find some terminologies hard to interpret, but it is worth the time and effort. Teachers need to reflect on their current Teaching practice whilst reading the book to maximize the benefit. The book however might have fallen short in interpreting new Theories of learning, but sinc How People Learn is a fascinating book on the application of cognitive Science findings in practical teaching and learning. Whether you are a seasoned teacher or a novice, you need to read this book. Some teachers might find some terminologies hard to interpret, but it is worth the time and effort. Teachers need to reflect on their current Teaching practice whilst reading the book to maximize the benefit. The book however might have fallen short in interpreting new Theories of learning, but since it's a book on cognition and metacognition, this is expected. The book needs to be updated to incorporate new findings on cognite science and its application to teaching and learning.
Barbara Lovejoy –
Quite a number of months ago my friend, Elaine Logan, recommended this book on Facebook. Even though I was intrigued by the content, it took be another number of months to buy it. Then after buying it, I still took a number of months to read it. I'm so glad I finally read it! It is an excellent book that every educator should read. It will have an impact on what we do at Esperanza. Quite a number of months ago my friend, Elaine Logan, recommended this book on Facebook. Even though I was intrigued by the content, it took be another number of months to buy it. Then after buying it, I still took a number of months to read it. I'm so glad I finally read it! It is an excellent book that every educator should read. It will have an impact on what we do at Esperanza.
Joel –
Contained a lot of stuff that I'd already picked up from other pedagogy reading. Very theoretical. Some of the most memorable parts were about the differences in how parents from different American subcultures interact with their kids and how that leads to some kids being perceived as dumb or unintelligent in school because they don't respond to questions in a particular way. Contained a lot of stuff that I'd already picked up from other pedagogy reading. Very theoretical. Some of the most memorable parts were about the differences in how parents from different American subcultures interact with their kids and how that leads to some kids being perceived as dumb or unintelligent in school because they don't respond to questions in a particular way.
Victor Delclos –
This book is classic. Even after 15 years it still captures the essence of the thinking that drives much of progressive educational thought today. Research-based, very well written, and very accessible. Anyone who wants a clear perspective on what we would be doing in education should read this.
Jeremy –
a good dose of neuroscience and cognitive psychology. its implications for teaching are valuable.
Anne –
We are reading this at school for CTE discussions. Chapter two compares experts and beginners learning processes. It has been on my to-read list for a long time ... wish i had picked it up earlier.
Kenneth –
written by a research committee....
Rebecca Emily –
I'd been meaning to get to this one for a while and luckily it was assigned. Some great suggestions on connecting scientific research on learning to classroom practice. I'd been meaning to get to this one for a while and luckily it was assigned. Some great suggestions on connecting scientific research on learning to classroom practice.
Kathy –
So much! This was for a class on brain-based learning. Fascinating stuff!
Brooke –
Essentially, a classic must read for all teachers! Beautiful, beautiful, work.
Wayne –
There is a lot of good information in this book, but as it was written by a committee it definitely lack a personal touch to it.
Jason –
Cognitive research . . . meta cognition . . . good stuff.
Cheryl –
Recommended by Dr. Saundra Yancy McGuire in the Innovative Educator webinar (Teach students how to learn: Metacognition is the Key!)
Dave –
Sugat's returned 12.10.15 Sugat's returned 12.10.15
Cynthia –
Classic