Detalles MARC
| 000 -LEADER |
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| fixed length control field |
05812nam a2200373Ia 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
pucpr |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20260304125916.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
150730s2010 alua b 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780984345908 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
pucpr |
| Language of cataloging |
eng |
| Transcribing agency |
pucpr |
| Modifying agency |
pucpr |
| Description conventions |
rda |
| 041 0# - LANGUAGE CODE |
|---|
| Language code of text/sound track or separate title |
eng |
| 049 ## - LOCAL HOLDINGS |
|---|
| Holding library |
CARIBET |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1060 |
| Item number |
W37 2010 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370.15 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Washburn, Kevin D. |
| 9 (RLIN) |
289564 |
| 245 14 - TITLE STATEMENT |
|---|
| Title |
The Architecture of Learning : |
| Remainder of title |
designing instruction for the learning brain. / |
| Statement of responsibility, etc. |
Kevin D. Washburn. |
| Medium |
txt |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
United States : |
| Name of producer, publisher, distributor, manufacturer |
Clerestory Press , |
| Date of production, publication, distribution, manufacture, or copyright notice |
2010. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
viii, 286 p. |
| Other physical details |
ill. ; |
| Dimensions |
22 cm. |
| Type of unit |
book |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediaded |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Index |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Bibliography |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Contents:<br/>Introduction: THE FOUNDATION --<br/>Defining teacher and designing instruction 1 -- <br/>An author’s note 5 -- <br/>1 BUILDING BLOCKS :<br/>Understanding how students learn 7 -- <br/>Learning’s building blocks 8 -- <br/>Experience 8 -- <br/>Comprehension 10 -- <br/>Elaboration 13 -- <br/>Application and intention 23 -- <br/>2 POWER TOOLS :<br/>Learning’s four core processes 29 -- <br/>Experience: transforming raw data into reference points 29 -- <br/>Comprehension: transforming data into knowledge 31 -- <br/>Elaboration: transforming knowledge into understanding 34 -- <br/>Application: transforming knowledge into utility 27 -- <br/>Emotion: the propeller that drives learning 40 -- <br/>3 SUBJECT MATTER TYPES 1 :<br/>Designing SKILL instruction 51 -- <br/>Discerning the difference: skills 52 -- <br/>Blueprint structure 59 -- <br/>Designing skill instruction: an example 61 -- <br/>Blueprint “rhythm” and flow 84 -- <br/>4 SUBJECT MATTER TYPES 2 :<br/>Designing CONTENT instruction 87 -- <br/>Discerning the difference: content 87 -- <br/>The content blueprint 96 -- <br/>Blueprint “Rhythm” and flow 120 -- <br/>5 SUBJECT MATTER TYPES 3 :<br/>Designing COMBINATION instruction 123 -- <br/>Discerning the difference: combination 124 -- <br/>Blueprint “Rhythm” and flow 150 -- <br/>Blueprints and curriculum 154 -- <br/>6 CREATING COHERENCE :<br/>Aligning learning, teaching, and assessment 157 -- <br/>Assessment for learning: instructive feedback 159 -- <br/>Based on learning, revealed by teaching 163 -- <br/>Critical intersection EX-ex: the reference point 165 -- <br/>Critical intersection CO-co: the knowledge component 165 -- <br/>Critical intersection EL-el: the understanding component 167 -- <br/>Critical intersection AP-ap and IN-ap: <br/>The utilization and integration components 169 -- <br/>Assessment of learning: summative assessment 171 -- <br/>Assessment for and of learning: rubrics and instructive feedback 174 -- <br/>7 MINDING THE INTERIOR :<br/>Engaging thought to construct understanding 185 -- <br/>Thinking to learn; learning to think 186 -- <br/>Critical thinking and education 188 -- <br/>Critical thinking’s building blocks 191 -- <br/>Implications for learning 206 -- <br/>Level 1: Guiding critical thinking questions 208 -- <br/>Level 2: Designing direct critical thinking instruction 212 -- <br/>Level 3: Critical thinking through the strands 217 -- <br/>Level 4: Critical thinking as the Intention strand 218 - <br/>Conclusion 222 -- <br/>8 EXPANDING THE VIEW :<br/>Using creativity to complement learning 225 -- <br/>“Music o’er a frozen moat” 225 -- <br/>Creativity’s mysterious middle stage 228 -- <br/>Creativity’s connection to learning 231 -- <br/>Education and creativity 235 -- <br/>Creative learning 236 -- <br/>Creative teaching 239 -- <br/>Conclusion 243 -- <br/>9 ASSESSING THE STRUCTURE :<br/>Evaluating and revising instruction 247 -- <br/>Revision tools 247 -- <br/>Accepting responsibility 257 -- <br/>Conclusion 259 -- <br/>Afterword: what about technology? 263 -- <br/>Notes 269 -- <br/>Index 279 -- <br/><br/> |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
The brain constructs new learning, sorting and labeling new data, comparing it with prior experience, and using resulting understandings to interact with the environment. Written for teachers, educational leaders, and instructional designers, this guide presents tools for developing teaching that engages the student thinking needed to construct learning. With applied research from neuroscience and cognitive psychology, The Architecture of Learning introduces a series of blueprints that strategically direct a teacher s thinking and planning. The resulting instruction capitalizes on the brain s penchant for patterns and moves students from recognizing a reference point for constructing new understanding to using new learning to think about and act on the real world. The Architecture of Learning addresses: Understanding how students learn, building blocks of learning, subject matter types and focus processes of learning, aligning learning, teaching, and assessment, critical and creative thinking in teaching and learning, and evaluating and revising instruction --<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Learning, Psychology of |
| Source of heading or term |
Local |
| 9 (RLIN) |
124109 |
|
|---|
| Topical term or geographic name entry element |
Brain |
| 9 (RLIN) |
64854 |
|
|---|
| Topical term or geographic name entry element |
Education |
| General subdivision |
Study and teaching. |
| 9 (RLIN) |
293897 |
|
|---|
| Topical term or geographic name entry element |
Teachers |
| Topical term following geographic name entry element |
training of. |
| Source of heading or term |
Local |
| 9 (RLIN) |
177282 |
|
|---|
| Topical term or geographic name entry element |
Instructional systems |
| General subdivision |
Design. |
| 9 (RLIN) |
115118 |
| Source of heading or term |
Local |
|
|---|
| Topical term or geographic name entry element |
Teaching |
| 9 (RLIN) |
177322 |
| Source of heading or term |
Local |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Libro |
| Edition |
1st ed. |
| Classification part |
LB1060 |
| Call number prefix |
General |
| Call number suffix |
W37 2010 |