First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.

Purpose of the Study Teacher education is changing to meet the needs of students going into teaching. Almost without exception, the emphasis is on some form of field study as a part of the professional training. This study was an attempt to evaluate the effects of a field-centered teacher-education program on the boys and girls in classes to which trainees were assigned. In order to support or refute the basic premise of this study, nine hypotheses were formulated for testing. Procedures This research is restricted to 444 students in 20 classes of seventh, eighth, and ninth graders. They are included in 20 classes taught by ten teachers. The ten experimental classes, each under a different teacher, were matched against an equivalent number of control classes taught by the same teachers. Following a pre-test covering seven different areas of attitude, teacher trainees were assigned to the experimental classes. After eight weeks a post-test was administered and results of the two tests were compared. Also compared were the students' nine-week grades and Iowa Achievement Test scores. Included as support for the study were observations and comments of the principal, the teachers, the trainees, and the junior high students. Findings The findings of this study are presented in terms of their reference to the nine hypotheses: 1. The experimental group will have a significantly more positive attitude towards the teacher's mode of instruction. There was a significant difference, favoring the experimental group at the .05 level, and the hypothesis was accepted with confidence. 2. The experimental group will have a significantly more positive attitude toward the teacher's authority and control in the classroom. There was not a significant difference at the .05 level. The hypothesis, as stated, was refuted. 3. The experimental group will have a significantly more positive attitude toward the teacher's interpersonal relations. There was not a significant difference at the .05 level, and the hypothesis was refuted. 4. The experimental group will have a significantly, more positive sentiment toward the school social structure and climate. There was a significant difference favoring the experimental group beyond the .05 level, and the hypothesis was supported with confidence. 5. The experimental group will have a significantly more positive attitude toward learning. The results for this section of the test showed a significant difference beyond the .05 level of confidence favoring the experimental group. The hypothesis was supported with confidence. 6. The experimental group will have a significantly more positive sentiment toward school. There was a significant difference favoring the experimental group, and the hypothesis was supported with statistical purity. 7. The experimental group will have a significantly more positive sentiment toward their classmates. The experimental group was not significantly different. As stated, the hypothesis was refuted. 8. The experimental group will not differ significantly from the control group in terms of the teacher's grades. The grades received by the two groups were not significantly different at the .05 level. As stated, the hypothesis was supported. 9. The experimental group will not differ significantly from the control group in terms of achievement as measured by the Iowa Test of Basic Skills. Again, there was not a significant difference, and the hypothesis was supported as stated. Conclusions It was concluded that teacher trainees assisting junior high teachers can create a more positive attitude toward the learning environment of students with whom they work. In all the data collected and all the observational evaluation made, there was none that indicated that the project was detrimental to the boys and girls. Recommendations 1. The results of this study demonstrate that teacher trainees can be of value in junior high school classes, and the schools should encourage their use. 2. Further study should be made to determine the most effective use of tutors by teachers. 3. Further studies should be made to determine ways of evaluating field-training experiences.

This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today.

This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.

Formative assessment plays an important role in increasing teacher quality and student learning when it’s viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.

Enrich, grow, and sustain AfL in your classroom. Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. Packed with key AfL ideas and supports, vignettes that illustrate AfL in action, and practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspectives, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.