From Principles of Learning to Strategies for Instruction with Workbook Companion
The premise of From Principles of learning to Strategies for Instruction with Workbook Companion is that, in order to provide strategies for instruction, it is both appropriate and necessary to draw upon empirically based principles, or heuristics, from p
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Companion
From Principles of Learning to Strategies for Instruction Robert J. Seidel Kathy C. Perencevich Allyson L. Kett Authors
with Workbook
Companion
A Needs-Based Focus on High School Adolescents Robert J. Seidel Allyson L. Kett Editors
Robert Seidel Strategies of Change Vienna, VA 22182 USA [email protected]
Allyson Kett Consortium Research Fellows Program Arlington, VA 22202 USA [email protected]
Kathleen C. Perencevich The Catholic University of America Washington, DC 20064 USA [email protected]
Library of Congress Control Number: 2007928991 ISBN-13: 978-0-387-71085-3
e-ISBN-13: 978-0-387-71086-0
Printed on acid-free paper. © 2007 Springer Science+Business Media, LLC. All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC., 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. 9 8 7 6 5 4 3 2 1 springer.com
FOREWORD
The premise for both parts of this volume is that, to provide strategies for
instruction, it is both appropriate and necessary to draw upon empirically based principles, or heuristics, from the psychological literature describing how we learn. The descriptive laws of psychology provide the basis for how cognitive development, learning, meta-cognition, and other psychological organizing principles intrinsically relate to one another, and they can provide the basis for prescriptions of instructional strategies. In addition, the fields of psychology, training, and education are necessarily interrelated; and the practitioners/developers of training and education should suggest new psychological research possibilities based on evidence from their own applications. To build effective instructional strategies, the ongoing reciprocal relationships that exist between these disciplines should be recognized and explored. Part I of this volume is a reprint of the original book, which highlighted the relationships between principles of learning synthesized from the research literature in psychology. In addition, it recommended strategies for instruction, following a four-stage learning model linking the principles to instructional tasks. Part II of this volume is a newly-developed companion workbook focusing solely on developing instructional strategies to teach high school level adolescents. The recommended strategies are based upon needs as perceived by our experienced authors, who have either trained novice teachers in college, have taught high school students, and/or ha
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