actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. Table of ContentsFront MatterI INTRODUCTION1 Learning: From Speculation to ScienceII LEARNERS AND LEARNING2 How Experts Differ from Novices3 Learning and Transfer4 How Children Learn5 Mind and BrainIII TEACHERS AND TEACHING6 The Design of Learning Environments7 Effective Teaching: Examples in History, Mathematics, and Science8 Teacher Learning9 Technology to Support LearningIV FUTURE DIRECTIONS FOR THE SCIENCE OF LEARNING10 Conclusions11 Next Steps for ResearchReferencesBiographical Sketches of Committees' Members and StaffAcknowledgmentsIndex

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