MARC details
| 000 -CABECERA |
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| campo de control de longitud fija |
05986nam a2200361Ia 4500 |
| 001 - NÚMERO DE CONTROL |
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| campo de control |
2319 |
| 008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL |
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| campo de control de longitud fija |
230305s2010 xx 000 0 und d |
| 020 ## - NÚMERO INTERNACIONAL ESTÁNDAR DEL LIBRO |
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| Número Internacional Estándar del Libro |
9780470484104 |
| 043 ## - CÓDIGO DE ÁREA GEOGRÁFICA |
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| Código de área geográfica |
en_UK |
| 041 ## - CÓDIGO DE LENGUA |
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| Código de lengua del texto/banda sonora o título independiente |
eng |
| 245 #0 - MENCIÓN DE TÍTULO |
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| Título |
How learning works |
| 260 ## - PUBLICACIÓN, DISTRIBUCIÓN, ETC. |
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| Lugar de publicación, distribución, etc. |
|
| Nombre del editor, distribuidor, etc. |
Jossey-Bass, |
| Fecha de publicación, distribución, etc. |
2010 |
| 300 ## - DESCRIPCIÓN FÍSICA |
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| Extensión |
xxii + 301 p. ; 20 cm |
| 500 ## - NOTA GENERAL |
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| Nota general |
seven research-based principles for smart teaching |
| 505 ## - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Introduction: Bridging learning research and teaching practice |
| Mención de responsabilidad |
How does students' prior knowledge affect their learning?-- |
| -- |
How does the way students organize knowledge affect their learning?-- |
| -- |
What factors motivate students to learn?-- |
| -- |
How do students develop mastery?-- |
| -- |
What kinds of practice and feedback enhance learning?-- |
| -- |
Why do student development and course climate matter for student learning?-- |
| -- |
How do students become self-directed learners?-- |
| -- |
Conclusion: Applying the seven principles to ourselves-- |
| -- |
Appendix A: What is student self-assessment and how can we use it?-- |
| -- |
Appendix B: What are concept maps and how can we use them?-- |
| -- |
Appendix C: What are rubrics and how can we use them?-- |
| -- |
Appendix D: What are learning objectives and how can we use them?-- |
| -- |
Appendix E: What are ground rules and how can we use them?-- |
| -- |
Appendix F: What are exam wrappers and how can we use them?-- |
| -- |
Appendix G: What are checklists and how can we use them?-- |
| -- |
Appendix H: What is reader response/peer review and how can we use it?-- |
| 520 ## - SUMARIO, ETC. |
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| Sumario, etc. |
Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap. ; ; In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty. They have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning-from how effective organization enhances retrieval and use of information to what impacts motivation. These principles provide instructors with an understanding of student learning that can help them see why certain teaching approaches are or are not supporting student learning, generate or refine teaching approaches and strategies that more effectively foster student learning in specific contexts, and transfer and apply these principles to new courses. ; ; For anyone who wants to improve his or her students' learning, it is crucial to understand how that learning works and how to best foster it. This vital resource is grounded in learning theory and based on research evidence, while being easy to understand and apply to college teaching. ; ; Praise for 'How Learning Works' ; ; ''How Learning Works' is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning.' --Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, 'Tools for Teaching' ; ; 'This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching.' --Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education ; ; 'Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues.' --Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching ; ; 'As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book.' --From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, 'e-Learning and the Science of Instruction'; and author, 'Multimedia Learning' |
| 630 ## - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÍTULO UNIFORME |
|---|
| Título uniforme |
LB - Theory and practice of education |
| 9 (RLIN) |
933 |
| 650 ## - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
Effective teaching |
| Subdivisión general |
Case studies |
| 9 (RLIN) |
10133 |
| 650 ## - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
Educational innovations |
| Subdivisión general |
Case studies |
| 9 (RLIN) |
10134 |
| 650 ## - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
School improvement programs |
| Subdivisión general |
Case studies |
| 9 (RLIN) |
10135 |
| 650 ## - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
Learning |
| 9 (RLIN) |
4279 |
| 650 ## - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
Psychology of |
| Subdivisión general |
Case studies |
| 9 (RLIN) |
10136 |
| 650 ## - PUNTO DE ACCESO ADICIONAL DE MATERIA--TÉRMINO DE MATERIA |
|---|
| Término de materia o nombre geográfico como elemento de entrada |
|
| 9 (RLIN) |
12 |
| 700 ## - ENTRADA AGREGADA--NOMBRE PERSONAL |
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| Nombre de persona |
Ambrose, Susan A., |
| Término indicativo de función/relación |
Author |
| 856 ## - LOCALIZACIÓN Y ACCESO ELECTRÓNICOS |
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| Identificador Uniforme del Recurso |
<a href="https://books.google.es/books?id=UZE6fBn81_EC&printsec=frontcover&dq=how+learning+works+ambrose&hl=es&sa=X&ved=0ahUKEwiO2KPLpZfcAhUDUhQKHUj_DSUQ6AEIKDAA#v=onepage&q=how%20learning%20works%20ambrose&f=false">https://books.google.es/books?id=UZE6fBn81_EC&printsec=frontcover&dq=how+learning+works+ambrose&hl=es&sa=X&ved=0ahUKEwiO2KPLpZfcAhUDUhQKHUj_DSUQ6AEIKDAA#v=onepage&q=how%20learning%20works%20ambrose&f=false</a> |
| 902 ## - ELEMENTOS DE DATOS B LOCAL, LDB (RLIN) |
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| a |
711 |
| 905 ## - ELEMENTOS DE DATOS E LOCAL, LDE (RLIN) |
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| a |
m |
| 911 ## - EQUIVALENCIA O REFERENCIA-CRUZADA-NOMBRE DE CONFERENCIA O REUNIÓN/CONGRESO [LOCAL, CANADÁ] |
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| Nombre de congreso/reunión o jurisdicción como elemento de entrada |
https://biblioteca.tbs-education.es/portadas/9780470484104.jpg |
| 912 ## - |
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| -- |
2010-01-01 |
| 942 ## - ELEMENTOS DE ENTRADA AGREGADA (KOHA) |
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| Código de la institución [OBSOLETO] |
1 |
| 953 ## - |
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2018-07-11 16:49:22 |
