How People Learn II Learners, Contexts, and Cultures (2018) / Chapter Skim
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It described principles for the design of effective learning environments and offered examples of effective teaching in history, mathematics, and science; an examination of the extent to which opportunities for teacher learning enhance effectiveness in facilitating learning; and a discussion of the promise of technology for supporting learning. HPL I was widely used by teacher educators and other postsecondary faculty in courses related to learning, and it has guided the practice of countless educators.
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THE COMPLEX INFLUENCES OF CULTURE Learners function within complex developmental, cognitive, physical, social, and cultural systems. Research and theory from diverse fields have contributed to an evolving understanding that all learners grow and learn in culturally defined ways in culturally defined contexts.
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While the learner gains knowledge and skills as the brain develops throughout childhood and adolescence, the relationship between brain development and learning is not unidirectional: learning and brain development interact in a reciprocal manner. Learning changes the brain throughout the life span; at the same time, the brain develops throughout the life span in ways that influence learning and are in turn influenced by the learner's context and cultural influences.
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CONCLUSION 3-3: The relationship between brain develop ment and learning is reciprocal: learning occurs through interdependent neural networks, and at the same time learn ing and development involves the continuous shaping and reshaping of neural connections in response to stimuli and demands. Development of the brain influences behavior and learning, and in turn, learning influences brain development and brain health.
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This capacity to generate novel understanding allows learners to use their knowledge to generalize, categorize, and solve problems. CONCLUSION 5-3: The learning strategies for which there is evidence of effectiveness include ways to help students retrieve information and encourage them to summarize and explain material they are learning, as well as ways to space and struc ture the presentation of material.
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CONCLUSION 6-2: Educators may support learners' motiva tion by attending to their engagement, persistence, and per formance by: • elping them to set desired learning goals and appropri h ately challenging goals for performance; • reating learning experiences that they value; c • upporting their sense of control and autonomy; s • eveloping their sense of competency by helping them d to recognize, monitor, and strategize about their learning progress; and • reating an emotionally supportive and nonthreaten c ing learning environment where learners feel safe and valued. IMPLICATIONS FOR LEARNING IN SCHOOL This report focused on learning that occurs throughout life and beyond formal educational settings, but it has profound implications for school.
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CONCLUSION 7-3: A growing body of research supports adopt ing an asset model of education in which curricula and instruc tional techniques support all learners in connecting academic learning goals to the learning they do outside of school settings and through which learning experiences and opportunities from various settings are leveraged for each learner. CONCLUSION 7-4: Purposefully teaching the language and practices specific to particular disciplines, such as science, his tory, and mathematics, is critical to helping students develop deep understanding in these subjects.
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One's abilities to quickly generate, transform, and manipulate factual information begin to decline, while knowledge levels remain stable or increase. However, the brain adapts throughout life, recruiting and orchestrating its resources to compensate for declines and adapt to circumstances.
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We have identified specific research objectives in two primary areas, which we hope will guide researchers and funders and spur work that integrates levels of analysis, methods, and theoretical frameworks across the diverse disciplines that make contributions to the study of how people learn. Research Area 1: Meeting the needs of all learners by connecting research on internal mechanisms of learning with the shaping forces of contextual variation, including culture, social context, instruction, and time of life.
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10 How People Learn II Among the topics on which further research is needed are whether a technology is well suited to the ecological learning niche in which it may be used, the effects of engagement in self-selected online activities on academic learning, and ways to improve the suite of learning technologies available.
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