Via Paul Kirschner I discovered this new publication that sure looks handy to me:
What do we know about how students learn, and what does that knowledge mean for how we teach? That’s what The Science of Learning, a new publication from Deans for Impact, seeks to answer. The Science of Learning summarizes the existing research from cognitive science related to how students learn, and connects this research to its practical implications for teaching and learning. Building off many efforts that came before it and reflecting the general consensus of the scientific community, The Science of Learning is intended to serve as a resource to teacher-educators, new teachers, and anyone in the education profession who is interested our best scientific understanding of how learning takes place.
The Science of Learning identifies six key questions about learning that should be relevant to nearly every educator:
1. How do students understand new ideas?
2. How do students learn and retain new information?
3. How do students solve problems?
4. How does learning transfer to new situations?
5. What motivates students to learn?
6. What are some common misconceptions about how
students think and learn?
The publication is short, to the point, evidence based and practical, e.g.:
The cognitive principle:
Students learn new ideas by reference to ideas they already know.
The practical implications for teaching:
1 • A well-sequenced curriculum is important to ensure that students have the prior knowledge they need to master new ideas.
2 • Teachers use analogies because they map a new idea onto one that students already know. But analogies are effective only if teachers elaborate on them, and direct student attention to the crucial similarities between existing knowledge and what is to be learned.