How Learning Works: Seven Research-Based Principles for Smart Teaching

Front Cover
John Wiley & Sons, Apr 16, 2010 - Education - 336 pages
2 Reviews
Reviews aren't verified, but Google checks for and removes fake content when it's identified
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


What people are saying - Write a review

Reviews aren't verified, but Google checks for and removes fake content when it's identified

LibraryThing Review

User Review  - aevaughn - LibraryThing

This book is full of examples of how things can go wrong in the classroom or how things go differently than what a teacher expects when using an approach. It also offers a variety of techniques for ... Read full review

LibraryThing Review

User Review  - winterdragon - LibraryThing

I'm not entirely sure if this book seemed repetitive because of the great teachers I have had at my undergrad and graduate institutions or the fact that I grew up around teachers and all they talked ... Read full review


Introduction Bridging Learning Research and Teaching
1 Qualities of Prior Knowledge That Help
How Does the Way Students Organize Knowledge
1 Differences in How Experts and Novices
What Factors Motivate Students to Learn?
1 Impact ofValue and Expectancy
2 Interactive Effects of Environment Efficacy
How Do Students Develop Mastery?
1 Interactive Effect of Student Development
How Do Students Become SelfDirected Learners?
1 Cycle of SelfDirected Learning
Conclusion Applying the Seven Principles to Ourselves
Figure B 1 Sample Concept Map
4 Senior Design Project Rubric

1 Elements of Mastery
What Kinds of Practice and Feedback Enhance
1 Cycle of Practice and Feedback
2 Unequal Effects of Practice on Performance
Why Do Student Development and Course Climate
What Are Learning Objectives and
Exhibit F 1 Sample Exam Wrapper
Appendix H What Is Reader ResponsePeer Review
Name Index

Other editions - View all

Common terms and phrases

About the author (2010)

Susan A. Ambrose is Vice Provost for Teaching and Learning and Professor of Education at Northeastern University in Boston, Massachusetts.

Michael W. Bridges is director of faculty development at UPMC St. Margaret Hospital in Pittsburgh, Pennsylvania.

Michele DiPietro is associate director for graduate programs at the Eberly Center and instructor in the Department of Statistics at Carnegie Mellon.

Marsha C. Lovett is associate director for faculty development at the Eberly Center and associate teaching professor in the Department of Psychology at Carnegie Mellon.

Marie K. Norman is a teaching consultant and research associate at the Eberly Center and adjunct professor of anthropology at Carnegie Mellon.

The Eberly Center for Teaching Excellence at Carnegie Mellon University was created in 1982 with a mission to distill the research on learning for faculty and graduate students and to collaborate with them to design and implement meaningful educational experiences. The center's work is based on the idea that combining the science and art of teaching empowers college faculty to create the conditions for students to learn and, through this learning, transform their world.

Bibliographic information