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001 978-90-481-3215-7
003 DE-He213
005 20140220084557.0
007 cr nn 008mamaa
008 101014s2010 ne | s |||| 0|eng d
020 _a9789048132157
_9978-90-481-3215-7
024 7 _a10.1007/978-90-481-3215-7
_2doi
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aJMRL
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aEDU044000
_2bisacsh
082 0 4 _a371.3
_223
100 1 _aShell, Duane F.
_eauthor.
245 1 4 _aThe Unified Learning Model
_h[electronic resource] :
_bHow Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices /
_cby Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2010.
300 _bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aDeveloping the Unified Learning Model -- The Unified Learning Model -- Learning -- Working Memory -- Knowledge -- Motivation -- How the ULM Fits In -- Applying the Unified Learning Model -- Classroom Applications Overview -- Supporting Motivation -- Efficient Instruction -- Feedback and Assessment -- A Focus on Thinking -- Encouraging Self-regulation -- Managing the Classroom Environment -- Improving as a Teacher -- Policy -- Frontiers -- Epilogue.
520 _aThis cutting-edge synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires working memory allocation (attention). Second, that working memory’s capacity for allocation is affected by prior knowledge. And finally, that working memory allocation is directed by motivation. These three principles guide a complete model of learning that synthesizes what is known from research in brain function, cognition, and motivation. This, then, is a book about how humans learn. Its focus is on classroom learning although the principles are, as the name of the book suggests, universal. The text’s scope covers learning from pre-school to post-graduate, as well as training in business, industrial and the military. It addresses all learning described by the word "thought", as well as anything we might try to teach, or instruct in formal educational settings. The book presents a model of learning that the authors offer as scientists rather than educators. They assert that more than enough is known to sustain a "scientific" model of learning. Rather than being a mere review of the literature, this work is a synthesis. Many scholars and teachers will have heard much if not most or even all of the information used to develop the model. What they will not have come across is a model – designed to be both accessible and usable – that puts together the information in just this way.
650 0 _aEducation.
650 0 _aEducational psychology.
650 1 4 _aEducation.
650 2 4 _aLearning & Instruction.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aEducational Psychology.
700 1 _aBrooks, David W.
_eauthor.
700 1 _aTrainin, Guy.
_eauthor.
700 1 _aWilson, Kathleen M.
_eauthor.
700 1 _aKauffman, Douglas F.
_eauthor.
700 1 _aHerr, Lynne M.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789048132140
856 4 0 _uhttp://dx.doi.org/10.1007/978-90-481-3215-7
912 _aZDB-2-SHU
999 _c113290
_d113290