Welcome to the Science of Learning,what every teacher should know. My name is Pearl Rock Kane and I'm a professorat Columbia University's Teachers Collegewhere I also direct the Klingenstein Center.
歡迎到學習的科學，是每一位教師都應該知道。我的名字是珍珠岩凱恩我就是一個professorat哥倫比亞大學的教師Collegewhere我也直接Klingenstein中心。
My name is Kevin Mattingly. I'm an adjunct professor at Teachers College and a teacher at the Riverdale School in New York City.
我的名字是凱文·馬丁利。我在師範學院在紐約市的兼職教授和老師在學校河谷。
The course was inspired by a White House ConnectEd initiative to provide high qualityprofessional development for teachers. 該課程由白宮連接主動啟發，為教師提供高qualityprofessional發展。 We are pleased to be invited to participatebecause we want to share what we have learned from cognitive science that can be applied directly to improving classroom practice.
我們很高興被邀請participatebecause我們希望分享我們從可直接用於改善課堂實踐認知科學學會。
We want every teacher to know about this research and the implications for improving student learning.
我們希望每一位教師要了解這一研究和提高學生學習的影響。
I've been a teacher for 35 years and have taught science to high school and middle school students in public and private schools. 我是一個老師35年，教科學高中和初中學生在公立和私立學校。 I've also had the good fortune for the past 12 years to teach graduate courses in cognitive science at Teachers College mainly with teachers as my students.
我也有幸在過去的12年教的師範學院認知科學研究生課程主要是與教師為我的學生。
We're excited to be able to convey in this course a portion of the cognitive science research about how children learn and what it means for our teaching and the learning of our students.
我們很高興能夠在這個過程中要傳達的認知科學的研究有關兒童如何學習，並和部分意味著什麼對我們的教學學生的學習。
I have spent my career as a teacher. I taught English and history to children and adolescentsin public and private schools. 我花了我的職業生涯作為一名教師。我教英語和歷史，以兒童和adolescentsin公立和私立學校。 As a professor at Teachers College,I have taught courses on leadership to almost four thousand educators from the United States
截至師範學院的教授，我教過的領導力課程從美國差不多4000教育家 and countries throughout the world.
和整個世界的國家。 What we have learned from these educators no matter what age their students or where they teach is how deeply they care about their craft and their students.
我們從這些教育工作者了解到，無論他們教什麼年齡學生或者是他們如何深切關心自己的手藝和他們的學生。
No matter how many years they have taught, they continue to reflect on their practice to stand back and analyze their teaching,what went well and how they might improve.
無論他們有多少年教導，他們不斷反思自己的做法是退後一步，分析他們的教學，有什麼進展順利，他們會如何改進。
They welcome the opportunity to learn and grow.
他們歡迎學習和成長的機會。
They aim for excellence and while they may be successful,they are never completely satisfied.
他們的目標是卓越，雖然他們可能是成功的，他們是永遠不會完全滿意。
It is that sense of striving that contributes to ongoing learning and that is what we aim to instill in our students.
這是奮鬥的這個意義上，有助於不斷學習，這就是我們的目標是在我們的學生灌輸。
If you would describe yourself as a striving teacher, this course will be meaningful for you.
如果你會把自己描述成一個追求老師，這當然將是有意義的為您服務。
We certainly respect the expertise and experience you bring to this course.
我們當然尊重你為這一過程中的專業知識和經驗。
Cognitive science or what we and others call the science of learning is not a new field of study yet it's only relatively recently 認知科學還是什麼，我們和其他人呼籲學習科學並不是一個新的研究領域還沒有這只是最近 that the teaching applications of this research have been made more broadly available. 這項研究的教學應用已經取得更廣泛的使用。 That's where our course comes into play.
這就是我們當然用武之地。
There are four sections to the course.
有四個部分的過程。
In the first section, you'll learn about memory, how the brain makes, stores and retrieves memories.
在第一部分中，您將學習記憶，大腦如何做出，存儲和檢索的回憶。
Our focus will be on how we help our students learn in ways that last and can be used later in real world situations.
我們的重點將是對我們的學生在持續，並且可以在現實世界以後使用的方式我們如何幫助學習。
The second session focuses on mindsets, how student beliefs about their intelligence and sense of belonging can powerfully influence their ability to learn and how teachers can change students' self-perceptions along these lines in positive ways.
第二屆會議的重點是心態，學生對自己屬於可以有力地影響他們的學習能力和教師如何可以改變學生的自我認知一起以積極的方式這些行的智力和感覺如何的信念。
Section three is about helping students learn how to learn and ways teachers can help students become leaders of their own leading.
第三部分是關於幫助學生學會學習和途徑老師可以幫助學生成為自己主導的領導者。
In the final section, we'll focus on teaching strategies.
在最後一節中，我們將重點放在教學策略。
We'll present simple ways to apply cognitive science to increase learning for all our students.
我們將介紹簡單的方法來運用認知科學來提高學習我們所有的學生。
We also selected key readings, research and resources to supplement instruction.
我們還選擇重點閱讀，研究和資源來補充說明。
During each section, you will be asked to complete reflective assignments, assess your learning and provide feedback to others
在每個部分中，您會被要求完成作業反思，評估自己的學習和其他人提供反饋 taking this course.
參加此課程。 Each of our four sessions will be moderated by a teacher who uses the cognitive strategies being taught 我們的四個會議中的每一個由誰使用被教的認知策略師主持 in their own classroom. 在自己的教室。 Interviews with these teachers will provide personal anecdotes on what has worked for them and what they have found challenging.
這些教師的訪談將提供什麼為他們工作，他們已經找到具有挑戰性的個人軼事。 The intention is that you will complete this course with practical ideas for your immediate application to your work and life.
我們的目的是，你將完成本課程為您直接應用的實際想法，你的工作和生活。 For us, this is a very exciting prospect and it's a real privilege to be able to teach this course to teachers from all over the world.
對我們來說，這是一個非常令人振奮的前景，這是一個真正的特權能夠從世界各地講授這門課程教師。