How People Learn II Learners, Contexts, and Cultures (2018) / Chapter Skim
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1 Introduction
1 Introduction
Pages 11-20
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From page 11... ...
Much has been learned about how people acquire expertise, how individual learners can monitor the influences on their own understanding, and many other aspects of learning. Nearly two decades ago, the report How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Research Council [2000]
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From page 12... ...
The National Academies of Sciences, Engineering, and Medicine formed a committee to expand on and update HPL I with recent research.1 The new committee's 16 members brought diverse expertise in disciplines and fields related to the science and practice of learning, including cognitive science, learning theory, cognitive neuroscience, educational psychology, develop mental psychology, workforce development, and educational technology (see Appendix D)
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From page 13... ...
. The committee also will consider advances in such rapidly growing fields as cognitive neuroscience and learning technologies, as well as discoveries, innovations, and inventions in education and education research; cognitive science; developmental cognitive neuroscience; cognition, learning, and memory; cognitive aging; the influence of culture on learning; language and linguistics to include supporting students learning English as a second language; social, emotional, and motivational aspects of learning; learning in academic domains; learning disabilities; assessment (e.g., of learning, achievement, and performance in academic, cognitive, social, and affective domains)
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describes the committee's consensus conclusions and recommendations. It is intended not as a replacement for HPL I but as a companion volume that builds on the picture of how people learn, as laid out in that report, and adds new conclusions based on recent research.
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This committee was asked to distill from research on human learning and cognitive development the insights most relevant to education in the elementary and secondary grades and to identify the developments most useful to teachers, school officials, parents, and policy makers (National Research Council, 1999b)
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We needed to consider learn ers' developmental needs and interests throughout the life span, from birth through old age. A more fundamental shift in focus from HPL I was indicated by the charge to address learning settings outside of school, often referred to as informal settings.
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From page 17... ...
gained in formal educational settings remain important. But the importance of other kinds of learning, such as those often referred to as 21st century skills (e.g., flexibility and adaptability; 2For example, our charge mentions "supporting students learning English as a second language," but this topic is addressed in depth in a new National Academies report, Promoting the Educational Success of Children and Youth Learning English: Promising Futures (National Academies of Sciences, Engineering, and Medicine, 2017)
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From page 18... ...
The committee met six times in person for closed-session meetings and held three public information-gathering sessions. Our information-gathering process also included discussion sessions with researchers on the following topics: • hought and language in the bilingual infant T • nderstanding cultural differences that influence how, why, and where U most people learn • he neuroscience of reading and reading disabilities T • ognitive and developmental factors affecting learning in context C • ssessment challenges in learning contexts related to developments A in psychology and technology • earning in informal settings L • earning in adulthood and the use of technology for learning in L adulthood • earning disabilities, universal design for learning, and assistive L technology Although the idea that learning occurs across the life span is not new, the increased focus on learning that takes place outside of and beyond K-12 education helped us shape our report, which is designed to provide informa tion useful to multiple audiences: teacher-educators; persons preparing for an education profession; new teachers; and others connected to the world of education, including those who make policies that affect or direct education, as well as individuals.
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From page 19... ...
Appendix C provides a more detailed discussion of the WEIRD problem and related concerns regarding study populations in learning research. We also note that over the past several decades, attention to the evidence underpinning education research has increased (Lodge, 2013; Slavin, 2008)
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. In other words, one of the major ongoing challenges for educational research is that findings from the studies examining fundamental learning processes require substantial translation and interpretation in order to be applicable to practice.
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