Acknowledgments
INTRODUCTION
The Purpose of This Learning Playbook
The Learning Plan With the Modules
Learning Within the Modules
Collaborating for Great Learning
PART I
CHAPTER 1. WHAT DOES LEARNING LOOK LIKE IN YOUR CLASSROOM?
CHAPTER 2. WHAT ARE DIFFERENT WAYS TO THINK ABOUT LEARNING?
Three Different Types of Knowledge
Three Parts of the Learning Process
CHAPTER 3. WHAT ARE THE BARRIERS TO LEARNING?
Challenges to Learning by Design
CHAPTER 4. HOW DO STUDENTS LEARN?
PART II
CHAPTER 5. PROMISING PRINCIPLE 1: MOTIVATION
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
CHAPTER 6. PROMISING PRINCIPLE 2: ATTENTION
Factors Influencing Attention
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
CHAPTER 7. PROMISING PRINCIPLE 3: ELABORATE ENCODING
What Is Elaborate Encoding?
Components of Elaborate Encoding
Approaches to Promoting Elaborate Encoding
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
CHAPTER 8. PROMISING PRINCIPLE 4: RETRIEVAL AND PRACTICE
What Is Retrieval and Practice?
Types of Retrieval Practice
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
CHAPTER 9. PROMISING PRINCIPLE 5: COGNITIVE LOAD
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
CHAPTER 10. PROMISING PRINCIPLE 6: PRODUCTIVE STRUGGLE
What Is Productive Struggle?
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
CHAPTER 11. PROMISING PRINCIPLE 7: FEEDBACK
What Is Feedback and What Makes It Effective?
What Does This Principle or Practice Look Like in the Classroom?
How Do We Implement This Principle and Practice Into Our Classrooms?
PART III
CHAPTER 12. EXPLICIT STRATEGY INSTRUCTION
The Gradual Release of Responsibility
Effective Learning Practices
A Return to Germane Cognitive Load
CHAPTER 13. LEARNING STRATEGY 1: GOAL SETTING
The Benefits of Goal Setting
Getting Ready for Goal Setting
The Process of Goal Setting
CHAPTER 14. LEARNING STRATEGY 2: INTEGRATING PRIOR KNOWLEDGE
The Benefits of Integrating Prior Knowledge
Getting Ready to Integrate Prior Knowledge
A Process for Integrating Prior Knowledge
Bonus Material: Annotated Reading
CHAPTER 15. LEARNING STRATEGY 3: SUMMARIZING
Essential Characteristics of Summarizing
Getting Ready to Summarize
A Process for the Explicit Instruction of Summarizing
CHAPTER 16. LEARNING STRATEGY 4: MAPPING
Three Different Ways to Map
Getting Ready for Mapping
A Process for the Explicit Instruction of Summarizing
CHAPTER 17. LEARNING STRATEGY 5: SELF-TESTING
What if Learners Make Mistakes?
Getting Ready to Implement Self-Testing
A Process for Implementing Self-Testing
Bonus Material: Cooperative Learning
CHAPTER 18. LEARNING STRATEGY 6: ELABORATIVE INTERROGATION
Benefits of Elaborative Interrogation
Getting Ready to Implement Elaborative Interrogation
A Process for Implementing Elaborative Interrogation
PART IV
CHAPTER 19. GENERATING AND GATHERING EVIDENCE
Success Criteria and Evaluation
Planning to Gather Evidence
Planning to Collect and Organize Evidence
Making Sense of the Evidence
References
Index
About the Authors