From the Laboratory to the Classroom: Translating Science of Learning for Teachers

Over recent years the field of Science of Learning has increased dramatically. Unfortunately, despite claims that this work will greatly impact education, very little research makes it into teacher practice. Although the reasons for this are varied, a primary concern is the lack of a proper translation framework.

From the Laboratory to the Classroom aims to consolidate information from many different research disciplines and correlate learning principles with known classroom practices in order to establish explanatory foundations for successful strategies that can be implemented into the classroom. It combines theoretical research with the diverse and dynamic classroom environment to deliver original, effective and specific teaching and learning strategies and address questions concerning what possible mechanisms are at play as people learn. Divided into five sections, chapters cover:

• A Framework for Organizing and Translating Science of Learning Research
• Motivation and Attention as Foundations for Student Learning
• Memory and Metamemory Considerations in the Instruction of Human Beings
• Science of Learning in Digital Learning Environments
• Educational Approaches for Students Experiencing Learning Difficulties and Developmental Characteristics of Gifted Children
• Brain, Behaviour and Classroom Practice
• Forging Research/Practice Relationships via Laboratory Schools

This fascinating text gathers an international team of expert scientists, teachers, and administrators to present a coherent framework for the vital translation of laboratory research for educational practice. Applying the Science of Learning framework to a number of different educational domains, it will be an essential guide for any student or researcher in education, educational psychology, neuropsychology, educational technology and the emergent field of neuroeducation.

Table of Contents

Introduction

Section 1: The How and Why of Science of Learning

1. A Framework for Organizing and Translating Science of Learning Research. Jared Cooney Horvath – Melbourne Graduate School of Education and Jason M. Lodge - Melbourne Graduate School of Education
2. Teaching for Good Work, Teaching as Good Work. Amelia Peterson – Harvard Graduate School of Education, Danny Mucinskas – Harvard Graduate School of Education and Howard Gardner - Harvard Graduate School of Education

Section 2: Domain General Issues and Classroom Strategies

3. Motivation and Attention as Foundations for Student Learning. Deirdre C. Greer – Columbus State University
4. Memory and Metamemory Considerations in the Instruction of Human Beings Revisited: implications for Optimizing Online Learning. Veronica X. Yan - University of California: Los Angeles, Courtney M. Clark - University of California: Los Angeles and Robert A. Bjork – University of California: Los Angeles
5. The Benefits of Interleaved Practice for Learning. Sean H.K. Kang – Dartmouth University
6. Improving Student Learning: Two Strategies to make it Stick. Adam L. Putnam – Washington University in St. Louis, John F. Nestojko - Washington University in St. Louis and Henry L. Roediger, III - Washington University in St. Louis
7. Science of Learning and Digital Learning Environments. Jason M. Lodge - Melbourne Graduate School of Education and Jared Cooney Horvath - Melbourne Graduate School of Education

Section 3: Domain Specific Issues and Classroom Strategies

8. Aligning Neuroscience Findings with Socio-Cultural Perspectives on Learning in Science. George Aranda - Deakin University and Russell Tytler – Deakin University
9. Supporting Students’ Learning with Multiple Visual Representations. Martina A. Rau – University of Wisconsin - Madison
10. Investigating Dyscalculia: a Science of Learning Perspective. Brian Butterworth – University College London and Diana Laurillard – University College London
11. Learning to Read: the Science of Reading in the Classroom. Donna Coch – Dartmouth University

Section 4: Special Student Groups

12. Developmental Characteristics of Gifted Children: Educational Approaches. Evie Malaia – Netherlands Institute for Advanced Study, Vicki K. Hinesley – Grapevine-Colleyville ISD, Texas and Elena Egorova – Lyceum #44, Cheboksary, Russia
13. Educational Approaches for Students Experiencing Learning Difficulties. Anne Bellert – Southern Cross University and Loraine Graham – Melbourne Graduate School of Education

Section 5: Looking Ahead – The Future of Educational Research

14. Neuroscience Research and Classroom Practice. Paul Howard-Jones – University of Bristol and Wayne Holmes – University of Bristol
15. Laboratory Schools: Bridging Theory, Research and Practice to Improve Education. Sharon M. Carver – Carnegie Melon University, Wendell McConnaha – University of Pittsburgh & Tsinghua University, Richard Messina – University of Toronto, Elizabeth Morley – University of Toronto and Yingmin Wang – Tsinghua University