The New Science of Teaching

From the Foreword:

"This an exciting contribution to our knowledge of how the research on learning can facilitate more effective teaching. It will do for college and university teachers what The New Science of Learning does for students—help them become more skilled and efficient in applying what we know about learning to success in the classroom. This time Terry is joined by coauthor and son Dr. B.M. Doyle, who brings his expertise in neurophysiology, public health, and human performance to thetopic.

The book's 11 chapters engage readers in research-informed explorations of the neuroscience behind learning principles and models, long-term learning, attention, active lecturing, memory and learning, mindset, lifelong learning, patterns in learning, multisensory teaching and learning, sleep, exercise, and diet, and, finally, neuromyths. Each chapter ends with a summary of key findings that serves as a takeaway "exit ticket" for both teachers and students.

Those who are acquainted with Terry Doyle's body of work will be pleased to find the same qualities they have valued in his previous offerings: accessible, jargon-free writing; a bringing together of the relevant evidence-based findings and best practices from the research in ways that are easy to understand and apply; and a focus on how to help students learn best."—Gregg Wentzell, assistant director, Center for Teaching Excellence, Miami University

Teaching in a world where students have access to the nearly infinite knowledge of the internet requires rethinking the role of a teacher. With new data being created at a staggering pace, the authors believe there are two priorities all teachers must embrace: the first, to teach their disciplinary content and skills in harmony with the most current research on how the humanbrain learns; the second,  to see their role as not only teachers of content but as teachers of the life-long learning skills so students can flourish in this new age of data.

Opening with the provocative question -- What specific information and skills do you want your students to know and be able to apply a year after completing your course? – and the follow up – Given the vast available online resources that students can access independently, what's best use of your time in the classroom or online? -- the authors set the stage for prioritizing what you teach; determining on what...read more...