How Learning Works

List of Figures, Tables, and Exhibits Foreword to the First Edition by Richard E. Mayer Acknowledgments About the Authors Preface to the Second Edition Introduction Bridging Learning Research and Teaching Practice 1 Why Do Students' Identities and Stages of Development Matter for Learning? 2 How Does Students' Prior Knowledge Affect Their Learning? 3 How Does the Way Students Organize Knowledge Affect Their Learning? 4 What Factors Motivate Students to Learn? 5 How Do Students Develop Mastery? 6 What Kinds of Practice and Feedback Enhance Learning? 7 Course Climate Matter for Student Learning? 8 How Do Students Become Self-Directed Learners? Conclusion Applying the Eight Principles to Ourselves Appendices Appendix A What Are Instructor Self-Assessments/Reflections and How Can We Use Them? Appendix B What Are Ground Rules and How Can We Use Them? Appendix C What Are Student Self-Assessments and How Can We Use Them? Appendix D What Are Concept Maps and How Can We Use Them? Appendix E What Are Rubrics and How Can We Use Them? Appendix F What Are Learner Checklists and How Can We Use Them? Appendix G What Are Learning Objectives and How Can We Use Them? Appendix H What Are Active Learning Strategies and How Can We Use Them? Appendix I What Is Peer Review and How Can We Use It? Appendix J What Are Exam Wrappers and How Can We Use Them? References Name Index Subject Index

Marsha C. Lovett, PhD, is Vice Provost for Teaching and Learning Innovation and a Teaching Professor of Psychology at Carnegie Mellon University. Michael W. Bridges, PhD, is Executive Director of the University Center for Teaching and Learning at the University of Pittsburgh. Michele DiPietro, PhD, is Executive Director of the Center for Excellence in Teaching and Learning and a Professor in the School of Data Science and Analytics at Kennesaw State University. Susan A. Ambrose, DA, is retired from Northeastern University, where she was Senior Vice Chancellor for Educational Innovation and a Professor of Education and History. Marie K. Norman, PhD, is Director of the Innovative Design for Education and Assessment (IDEA) Lab and Associate Professor of Medicine and Clinical and Translational Science at the University of Pittsburgh.

"Since the publication of the original How Learning Works, I have returned again and again to its thorough and readable summaries of the most important research on student learning. This second edition has become an even more essential resource for faculty, as the authors have infused the book's recommendations with greater awareness of the social, emotional, and cultural factors that impact student identity and development."
--James Lang, Author of Small Teaching
 
"How Learning Works is a poignant and provocative book that engages meaningfully and intentionally with the intellectual and affective dimensions of teaching and learning that shape our complex and diverse higher education classrooms. Presenting a well-researched, relevant and socially conscious range of cognitive and social principles and practices, the authors explore what it means to engage intentionally with students as whole beings, in a socially just, inclusive and pedagogically responsible way."
--Kasturi Behari-Leak, Dean of the Centre for Higher Education Development, University of Cape Town
 
"The Second Edition of How Learning Works is superb. I particularly admire its breadth of coverage, which includes socio-emotional and cognitive components of learning. I highly recommend it for anyone at any level in education."
--Henry L. Roediger, III, James S. McDonnell Professor of Psychology; Washington University in St. Louis, Co-author of Make It Stick: The Science of Successful Learning
 
"How Learning Works is the essential book on teaching and learning in higher education. The new edition is even better than the original. Drawing deeply on recent research to outline eight principles of How Learning Works, the authors provide practical guidance to put those principles into action. This book is smart, useful, and inspiring!"
--Peter Felten, Executive Director, Center for Engaged Learning, Elon University
 
"This book provides tremendous benefits to anyone who wants