Theory and Research in Education. Centre for Applied Research in Education (CARE) Founded in 1970, the Centre for Applied Research in Education (CARE) is one of the longest established centres in the University of East Anglia. The participatory values and research approaches underpinning CARE's early work in case study, action research and democratic evaluation are still central to our identity. Our researchers continue to engage in applied educational research in a range of new institutional and cultural contexts. The early methodological debates on which CARE was founded - interrogating the relationship between researcher and researched, and finding ways to take research outside the Academy - are more relevant than ever. The impact of our work can be seen in practice in schools and classrooms, as well as in organisations beyond formal education, such as international development organisations, police constabulary and NGOs Latest news.
Why Creativity Matters in Higher Education ... | Social Media & Techn… Five Best Mind Mapping Tools. Learning theory - models, product and process. Photo by Antenna on Unsplash Contents: introduction · what do people think learning is? · learning as a product · learning as a process · experience · reflective thinking · making connections · committing and acting · task-conscious or acquisition learning, and learning-conscious or formalized learning · the behaviourist orientation to learning · the cognitive orientation to learning · the humanistic orientation to learning · the social/situational orientation to learning · the constructivist/social constructivist orientation to learning · further reading · references · how to cite this article See, also, What is education?
Over the last thirty years or so, ‘learning’ has become one of the most used words in the field of education. Adult education became lifelong learning; students became learners, teachers facilitators of learning; schools are now learning environments; learning outcomes are carefully monitored. There has been a similar situation in the field of education. Taxonomies. Beyond the Comfort Zone: 6 Ways to Build Independent Thinking. Image credit: iStockphoto The shift toward applying more executive function (EF) within learning and assessment will cause some discomfort in teachers and students.
The transition will not eliminate the need for memorization, as automatic use of foundational knowledge is the toolkit for the executive functions. Memorization, however, will not be adequate as meaningful learning becomes more about applying, communicating and supporting what one knows. One way you can help your students shift from blindly following instructions and memorizing single right answers is to help them recognize their successful use of executive functions throughout their learning experiences. Start by going through your units of instruction and assessments to recognize where students have previously activated their EFs so that you can review these accomplishments as they are achieved in subsequent units.
Low-Risk Experiences Using EFs in Common Core Topics EFs and How to Activate Them 1. 2. 3. 4. 5. 6. Programming Your Brain: The Art of Learning in Three Steps | BitNative. From time to time, I run into people who are interested in breaking into programming. Last night at the company holiday party a guy (we’ll call him Sam) walked up and introduced himself, asking for advice on how to move from his current role over to development. Sam’s attitude impressed me – those with a genuine desire to learn go places quickly. And on many occasions I’ve hired someone very green simply because I could sense a genuine interest in the craft and a hunger for knowledge. I’ll take attitude over aptitude. Obviously, the road to becoming a better developer begins with learning. Watch someone Thus, I personally watch videos or read books and blogs.
Now, be forewarned that according to National Training Laboratories, the percentages on this diagram have no known source behind them, so take my references to the absolute percentages with a grain of salt. Watch someoneTry it yourself and experiment But that’s not the end of the road. Presto. Does this ring true for you? Brain-Based Learning. Learning theory. Learning Techniques. One of the things that we expect you to pick up by osmosis, but almost never mention explicitly, is techniques for learning itself.
After you leave university, you will be expected to be able to learn by yourself for the rest of your life. And an hour spent addressing the meta-issue of learning skills pays off in reduced time to actually learn. A lot of work has been done over the past few decades about how people learn. This document suggests a wide range of techniques that may make your learning more effective.
You may want to experiment with some of them to see if they work for you. I recommend the work on accelerated learning by Colin Rose and Brian Tracy. You can learn anything if you have a goal that requires it. There are a number of stages to learning, each of which involves a number of aspects. The right state of mind There are six aspects to being in the right state of mind to learn. Here are the six aspects: Find a personal reason to want to learn this material. Memorising. Assessment and feedback with ipads. Brain-Friendly Teaching (1): Putting Brain-Friendly Strategies To Work. How can the findings of current brain research be applied in the classroom to help students perform best on standardized tests? Marilee Sprenger details seven steps to move information from sensory memory to long-term memory. "In the United States, most schools prepare for standardized tests by spending a large amount of time a few months prior to testing on review," observes brain expert Marilee Sprenger.
"Although that has been known to raise test scores in comparison to schools that do not follow that process, it does not put information into long-term memory. According to Sprenger, meaning and emotion are key to placing information into long-term memory. The Law of Supply states that at higher prices, producers are willing to offer more products for sale than they would at lower prices, and that the supply increases as prices increase, and decreases as prices decrease.
"Within those two laws are four central ideas; therefore, there are four bits of information.