Accelerated Learning: Italian (Accelerated Learning Technique)

Doyle, Terry

Accelerated Learning Systems, Limited

Helping Students Learn in a Learner-Centered Environment

Before entering higher education, most students’ learning experiences have been traditional and teacher-centered. Their teachers have typically controlled their learning, with students having had little say about what and how to learn. For many students, encountering a learner-centered environment will be new, possibly unsettling, and may even engender resistance and hostility. Taking as his starting point students’ attitudes toward, and unfamiliarity with, learner-centered classrooms, Terry Doyle explains that motivating students to engage with this practice first of all requires explaining its underlying rationale, and then providing guidance on how to learn in this environment. This book is about how to help students acquire the new skills and knowledge they need to take on unfamiliar roles and responsibilities. It is informed by the author’s extensive experience in managing learner-centered classes, and by his consultation work with faculty. The first four chapters focus on the importance of imparting to students the evidence and underlying philosophy that is driving higher education to move from a teacher-centered to a learner-centered practice, and what this means for students in terms of having control over, and making important choices about, their learning. The final eight chapters focus on how to impart the skills that students need to learn or hone if they are to be effective learners in an environment that is new to them. The book covers such practices as learning on one’s own; creating meaningful learning when collaborating with others; peer teaching; making presentations; developing life long learning skills; self and peer evaluation; and give meaningful feedback. This book provides a rich and informative answer to the fundamental question: how do I help my students adjust to a learner-centered practice?

Helping Students Learn in a Learner-Centered Environment: A Guide to Facilitating Learning in Higher Education

Education & Teaching

Higher & Continuing Education

Stylus Publishing

Routledge

Learner-Centered Teaching

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they think, but don’t have the full conceptual understanding of the process to achieve its full impact. There is sometimes a gap between what we would like to achieve in our teaching and the knowledge and strategies needed to make it happen. LCT keeps all of the good features of a teacher-centered approach and applies them in ways that are in better harmony with how our brains learn. It, for instance, embraces the teacher as expert as well as the appropriate use of lecture, while also offering new, effective ways to replace practices that don’t optimizing student learning. Neuroscience, biology and cognitive science research have made it clear that it is the one who does the work who does the learning. Many faculty do too much of the work for their students, which results in diminished student learning. To enable faculty to navigate this shift, Terry Doyle presents an LCT-based approach to course design that draws on current brain research on cognition and learning; on addressing the affective concerns of students; on proven approaches to improve student’s comprehension and recall; on transitioning from “teller of knowledge” to a “facilitator of learning”; on the design of authentic assessment strategies – such as engaging students in learning experiences that model the real world work they will be asked to do when they graduate; and on successful communication techniques. The presentation is informed by the questions and concerns raised by faculty from over sixty colleges with whom Terry Doyle has worked; and on the response from an equal number of regional, national and international conferences at which he has presented on topics related to LCT.

Business & Money

Education & Reference

Learning to learn is the key skill for tomorrow. This breakthrough book builds the foundation every student needs, from freshman orientation to graduate school Recent advances in brain science show that most students’ learning strategies are highly inefficient, ineffective or just plain wrong. While all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of your studies. This book shows you what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick with you even after the test. Taking a small amount of time to read and act upon the material in this book will prove to be one of the best decisions you can make as a learner. What you discover will change the way you learn in college and will be helpful in your personal and professional life. You live in a world where you will have to be a lifelong learner, constantly updating your skills and changing jobs to compete in the global marketplace. Most college students today will have as many as 10-14 different jobs by age 38. Learning how to learn in harmony with your brain is crucial to your long-term success. This succinct book explains straightforward strategies for changing how you prepare to learn, engage with your course material, and set about improving recall of newly learned material whenever you need it. This is not another book about study skills and time management strategies, but instead an easy-to-read description of the research about how the human brain learns in a way that you can put into practice right away. Did you know neuroscientists have shown that memories are made while you sleep, and by studying right before sleeping you can make stronger memories for your information? In this book the authors explain the role that sleep, exercise and your senses play in learning; how memory works and what makes the brain pay attention; the importance of your mindset towards learning and pattern recognition; as well as new breakthroughs in brain science that can enhance your ability to learn new information and make later recall (for tests or everyday life) easier. This book will put you on the path to reaching your full learning potential.

The New Science of Learning: How to Learn in Harmony With Your Brain

Self-Help

Zakrajsek, Todd D.

Success

The New Science of Learning [OP]: How to Learn in Harmony With Your Brain

Learning to learn is the key skill for tomorrow. This breakthrough book builds the foundation every student needs, from freshman orientation to graduate school. The second edition of this bestselling student text has been considerably updated with the latest findings from cognitive science that further illuminate learning for students, and help them understand what’s involved in retaining new information. Beyond updating every chapter with insights from new research, this edition introduces a range of additional topics – such as cognitive load, learned helplessness, and persistence – all of which provide students with immediately usable information on how to regulate their lives to maximize learning and fulfillment in college. The premise of this book remains that brain science shows that most students' learning strategies are highly inefficient, ineffective or just plain wrong; and that while all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of intellectual work. This book explicates for students what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick, even after the test. This succinct book explains straightforward strategies for changing how to prepare to learn, engage with course material, and set about improving recall of newly learned material at will. This is not another book about study skills and time management strategies, but instead an easy-to-read description of the research about how the human brain learns in a way that students can put into practice right away.

Reference

The New Science of Teaching: Rethinking a Teacher's Role in the Age of Data

From the Foreword: "This an exciting contribution to our knowledge of how the research on learning can facilitate more effective teaching. It will do for college and university teachers what The New Science of Learning does for students--help them become more skilled and efficient in applying what we know about learning to success in the classroom. This time Terry is joined by coauthor and son Dr. B.M. Doyle, who brings his expertise in neurophysiology, public health, and human performance to thetopic. The book''s 11 chapters engage readers in research-informed explorations of the neuroscience behind learning principles and models, long-term learning, attention, active lecturing, memory and learning, mindset, lifelong learning, patterns in learning, multisensory teaching and learning, sleep, exercise, and diet, and, finally, neuromyths. Each chapter ends with a summary of key findings that serves as a takeaway "exit ticket" for both teachers and students. Those who are acquainted with Terry Doyle''s body of work will be pleased to find the same qualities they have valued in his previous offerings: accessible, jargon-free writing; a bringing together of the relevant evidence-based findings and best practices from the research in ways that are easy to understand and apply; and a focus on how to help students learn best."--Gregg Wentzell, assistant director, Center for Teaching Excellence, Miami University Teaching in a world where students have access to the nearly infinite knowledge of the internet requires rethinking the role of a teacher. With new data being created at a staggering pace, the authors believe there are two priorities all teachers must embrace: the first, to teach their disciplinary content and skills in harmony with the most current research on how the humanbrain learns; the second,&emsp; to see their role as not only teachers of content but as teachers of the life-long learning skills so students can flourish in this new age of data. Opening with the provocative question -- What specific information and skills do you want your students to know and be able to apply a year after completing your course? - and the follow up - Given the vast available online resources that students can access independently, what''s best use of your time in the classroom or online? -- the authors set the stage for prioritizing what you teach; determining on what concepts and complex material to focus your teaching and your student support; and then succinctly summarize the neuroscience on how the brain processes and stores information so you can apply the principles to maximize your students'' learning. The authors address what they characterize as the four drivers of lifelong learning: helping students recognize and use patterns and connections as they encounter new information; have students use multisensory approaches to learning new knowledge that stimulate their powerful auditory, visual, and sensory capacities; fostering a growth mindset; and most important, developing students'' critical and independent learning skills. This book is divided into three parts. The first six chapters deal with the research on how the human brain learns and how this research supports a learner centered approach to teaching. Chapters seven to nine detail specific strategies and practices for using a learner centered approach to your teaching including how to integrate lifelong learning skills into your content courses. Chapters ten and eleven detail specific actions students need to take to prepare their brains for learning and suggest ways teachers can guide them to embrace these vital actions that can optimize their learning potential. For teachers feeling overwhelmed by the content they feel they need to teach, this book offers valuable guidance on why and what to prioritize, evidence-based advice on improving student learning, and for developing students'' capacities for life-long learning.

Doyle PhD, B. M.

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