The Science of Learning and Effective Teaching Strategies 有效學習與教學策略的科學
How should the research about the science of learning inform the way we teach?
關於學習科學的研究應該如何通知我們的教學方式？
How do we help students learn the most important skills and knowledge we hope they leave our classrooms possessing and able to use?
我們如何幫助學生學習的最重要的技能和知識，我們希望他們離開我們的教室擁有和能夠使用？
How can we make learning enjoyable while at the same time designing experiences that challenge students to struggle in the way we know deep learning requires?
我們怎樣才能使學習愉快，而在同一時間設計一個激勵學生的方式奮鬥經驗，我們深深的知道學習需要？
Building on previous sessions in this course, we're going to present a variety of teaching strategies and mindsets based on the science of learning.
在此過程中前幾屆會議的基礎上，我們要提出一個基於學習科學的多種教學策略和思維方式。
We hope these strategies will help further your understanding of these important questions.
我們希望這些策略將有助於進一步您的這些重要問題的了解。
We'll begin by doing a brief review of a few of the important principles of learning we discussed in previous sessions.
我們會做一些我們在以前的會議中討論學習的重要原則的簡要回顧開始。
We'll help contextualize it using our simple multi-store model of how memory works.
我們將幫助使用的內存是如何工作的我們簡單的多門店模式情境化它。
One of the key ideas we discussed is that, to make memories that stick, our students need to think to learn.
其中一個我們討論的主要觀點是，為了使該堅持的記憶，我們的學生需要思考學習。
這是一個學習的真理。
學生們記得他們一直在想什麼。
As the cognitive scientist Daniel Willingham says, "Memory is the residue of thought." In terms of our memory model, this means creating a dialog between working memory and long-term memory.
由於認知科學家丹尼爾·威林厄姆說，“記憶是思想的殘留物。”在我們的記憶模型而言，這意味著創建工作記憶和長時記憶之間的對話。
The more we get students to cognitively process what it is we want them to learn, especially if we spread out the learning over time, the more likely they'll be able to recall and use it later.
我們越是讓學生認知過程是什麼，我們希望他們學習，特別是如果我們攤開學習隨著時間的推移，他們就越有可能將能夠記得以後使用它。
This is because thinking in this way will link the newly learned to what's already stored in our memory.
這是因為在這樣的思維將連接新學到什麼的已經儲存在我們的記憶中。
Not only do we want to create a memory residue that remains, we also want it to be embedded meaningfully in the prior knowledge that students posses.
我們不僅要創建一個存儲殘剩下的，我們也希望它在事先知道學生posses有意義的嵌入。
As teachers, we help advance learning by what we have the students do to learn.
作為教師，我們幫助推進學習由我們所擁有的同學們學習。
This also means that learning shouldn't be too easy, as much as we'd like to make it so.
這也意味著，學習不應該是太容易了，就像我們想使它如此。
Struggle, and even confusion, are important for making lasting memories.
鬥爭，甚至是混亂，是使持久的回憶很重要。
We talked earlier about how to challenge students while at the same time assuring them we believe they can succeed.
我們前面如何，而在同一時間向他們保證學生挑戰談到我們相信他們能夠成功。
The scaffolding and support we provide them both cognitively and emotionally are there for a key.
我們為他們提供既腳手架和支持認知與情感的存在是關鍵。
We also emphasized that an important mindset for students' success is believing they can increase their ability with effort and hard work.
我們還強調，為學生的成功的一個重要心態是相信他們可以增加他們的努力和辛勤工作的能力。
And recall we emphasized that the quality of their hard work counts.
和召回，我們強調的是他們的辛勤工作數質量。
It's crucial that their effort be effective in moving their learning forward.
這是至關重要的，他們的努力是有效的移動學習著。
Hard work alone is not enough.
獨自努力工作是不夠的。
This is why giving students feedback is so important.
這就是為什麼讓學生的反饋是非常重要的。
However, research shows that much of the feedback provided in schools is not very effective in helping students learn.
然而，研究表明，許多學校提供的反饋是不是在幫助學生學習非常有效。
We all want our young learners to close the gap between where we want them to be and where they are with regard to important skills and knowledge, but how we close that understanding gap is not always easy for the diverse array of kids we teach.
我們都希望我們的年輕學習者之間關閉，我們希望他們能夠和他們有關的重要技能和知識的差距在哪裡，但我們多麼接近，了解差距並不總是那麼容易對孩子我們教的多樣化。
在下一堂課，我們將會討論「有效反饋」在讓學生前進學習的重要性。
As a preview, one important but often neglected feedback principle we'll focus on is this: the only thing that matters about feedback is what the students do with it.
作為一個預覽，我們將專注於一個重要的，但往往被忽視的反饋原理是這樣的：該事項有關的反饋的唯一的事情就是學生們用它做什麼。