Psychology of Learning For Instruction, 4th edition

For courses in cognition and instruction.

In-depth coverage of modern learning theories helps inform reflective instructional practice

Psychology of Learning for Instruction focuses on the implications and applications of learning theories and instruction. Using examples ranging from primary school instruction to corporate training, students apply reflective practice. This practice fosters a critical and reflective mode of thinking.

The 4th Edition has 4 updated instructional application chapters that illustrate what learning theory looks like in practice. Additionally, updated chapters cover new psychological and educational perspectives.

In-depth coverage of modern learning theories and their practical applications helps inform reflective instructional practice

• UPDATED - Simplified, reorganized chapters fit easily into a semester-length course.
• The theme of reflective practice is emphasized throughout. Readers are encouraged to continually reflect on their own knowledge and learning as they consider instructional approaches.
• Focused applications illustrate what learning theories look like in practice.
  • UPDATED - Application  chapters are strategically interspersed after every two theory chapters to examine specific, well-established, well-researched instructional applications of the theories discussed in more detail. 
    • UPDATED - Chapter 4 (Chapter 10 in the previous edition) is significantly revised and reoriented to focus on instructional applications, with additional content on behavioral skills training and the transtheoretical model of intentional behavioral change.
    • UPDATED - Chapter 7 (Chapter 11 in the previous edition) is substantially revised and reoriented to focus on instructional applications, with additional content on constructionism, instructional design models that support constructivist learning, and an exploration of criticisms of constructivism.
    • NEW - Chapter 10 focuses on technology-enhanced learning environments. It discusses incorporating technology into instruction, computer-supported collaborative learning, game-based instruction, and open pedagogy.
    • NEW - Chapter 13 focuses on motivation and neuroscience for instruction, including a model of motivational design, self-regulated learning strategies, socioemotional learning, and culturally responsive teaching

Modern learning theory perspectives are covered in depth.

• UPDATED - A  new  chapter on  learning and  development, Chapter 5,  merges the two development chapters from the 3rd Edition and includes a new section on lifespan development and new implications of development theory for learning across the lifespan.  
• UPDATED - A  new  chapter on  learning and  prior  knowledge, Chapter 6,  replaces Chapter 4 from the previous edition and focuses on the learning of principled knowledge in subject-matter domains, including how learners revise implicit, intuitive theories about the world to align with canonical knowledge. New theories of conceptual change and the role of prior knowledge in comprehension, problem solving, and transfer are included. 
• UPDATED - A  new chapter on  learning and  situativity, Chapter 8,  incorporates situated cognition from Chapter 5 of the 3rd Edition as a core concept of the situative perspective and expands the discussion to the learning context as an activity system and knowing as successful situated participation. 
• NEW - A  new chapter on  learning and (digital)  technology, Chapter 9, looks at the landscape of learning technology, including how technology supports learning, what technologies enhance learning, and the issues that arise when technology is integrated into instruction. 
• UPDATED - A  new chapter on  learning and  neuroscience, Chapter 12, replaces Chapter 8 of the 3rd Edition and focuses on the burgeoning field of educational neuroscience including topics such as neuromyths, the impact of adverse childhood experiences on learning and the brain, and the neuroscience of cognition and emotion.
• UPDATED - A  new chapter, " Learning and  Instruction: Toward a  personal  theory," Chapter 14, replaces Chapter 12 of the previous edition, elaborating on topics such as personal epistemology, reflexitivity, and epistemic climate. A framework for epistemic reflexivity is included to guide readers in being reflexive about their own learning and knowledge. 

Pedagogical features reinforce learning

• Concept Maps orient the reader to the important concepts discussed in each chapter and visually display how they are related to one another.
• Content Outlines provide a verbal means of orienting the reader to important content discussed in each chapter.
• Opening Chapter Scenarios help readers contextualize the theoretical concepts presented in a chapter with practical learning and instructional problems from different professional settings (K-12, higher education, and corporations).
• NEW - The Opening Chapter Scenarios at a Glance matrix in the preface summarizes the opening scenarios used throughout the book in a brief visual overview, citing the chapter, scenario, professional setting, and cross setting (where applicable).
• Reflective Questions and Activities at the end of every chapter allow readers to apply chapter concepts and make connections across chapters.

This title is also available digitally as a Pearson eText
Pearson eTextis an easy-to-use digital textbook that students can purchase on theirown or you can assign for your course. Creating a course allows you topersonalize your Pearson eText so students see the connection betweentheir reading and what they learn in class, motivating them to keepreading, and keep learning. Learn more about Pearson eText.

• Share highlights and notes with students. Add your personal teaching style to important topics, call out need-to-know information, or clarify difficult concepts directly in the eText.
• Access reading analytics. Use the dashboard to gain insight into how students are working in their eText to plan more effective instruction in and out of class.
• Customize and schedule readings. Rearrange the Pearson eText table of contents at both the chapter and section level to match the way you teach. Add due dates so that students know exactly what to read to come to class prepared.
• Read online or offline. Download the mobile app to read anytime and anywhere, even offline. The app is available on the App Store® and Google Play™ Store.
• Option to renew. At the end of their Pearson eText subscription, students can opt to extend access to their eText and personalized Notebook.
• Integrate with your LMS. Get up and running quickly on the first day of class. LMS integration provides institutions, instructors, and students with single sign-on access to Pearson eText via Blackboard Learn™, Canvas™, Brightspace® by D2L®, and Moodle. Note: If you integrate Pearson eText with your LMS, students must redeem or purchase access through the LMS.

In-depth coverage of modern learning theories and their practical applications helps inform reflective instructional practice

• Simplified, reorganized chapters fit easily into a semester-length course.
• Application  chapters are strategically interspersed after every two theory chapters to examine specific, well-established, well-researched instructional applications of the theories discussed in more detail. 
  • Chapter 4 (Chapter 10 in the previous edition) is significantly revised and reoriented to focus on instructional applications, with additional content on behavioral skills training and the transtheoretical model of intentional behavioral change.
  • Chapter 7 (Chapter 11 in the previous edition) is substantially revised and reoriented to focus on instructional applications, with additional content on constructionism, instructional design models that support constructivist learning, and an exploration of criticisms of constructivism.
  • A new Chapter 10 focuses on technology-enhanced learning environments. It discusses incorporating technology into instruction, computer-supported collaborative learning, game-based instruction, and open pedagogy.
  • A new Chapter 13 focuses on motivation and neuroscience for instruction, including a model of motivational design, self-regulated learning strategies, socioemotional learning, and culturally responsive teaching

Modern learning theory perspectives are covered in depth.

• A   chapter on  learning and  development, Chapter 5,  merges the two development chapters from the 3rd Edition and includes a new section on lifespan development and new implications of development theory for learning across the lifespan.  
• A  chapter on  learning and  prior  knowledge, Chapter 6,  replaces Chapter 4 from the previous edition and focuses on the learning of principled knowledge in subject-matter domains, including how learners revise implicit, intuitive theories about the world to align with canonical knowledge. New theories of conceptual change and the role of prior knowledge in comprehension, problem solving, and transfer are included. 
• A chapter on  learning and  situativity, Chapter 8,  incorporates situated cognition from Chapter 5 of the 3rd Edition as a core concept of the situative perspective and expands the discussion to the learning context as an activity system and knowing as successful situated participation. 
• A  new chapter on  learning and (digital)  technology, Chapter 9, looks at the landscape of learning technology, including how technology supports learning, what technologies enhance learning, and the issues that arise when technology is integrated into instruction. 
• A  chapter on  learning and  neuroscience, Chapter 12, replaces Chapter 8 of the 3rd Edition and focuses on the burgeoning field of educational neuroscience including topics such as neuromyths, the impact of adverse childhood experiences on learning and the brain, and the neuroscience of cognition and emotion.
• " Learning and  Instruction: Toward a  Personal  Theory," Chapter 14, replaces Chapter 12  of the previous edition, elaborating on topics such as personal epistemology, reflexitivity, and epistemic climate. A framework for epistemic reflexivity is included to guide readers in being reflexive about their own learning and knowledge. 

Pedagogical features reinforce learning

• The Opening Chapter Scenarios at a Glance matrix in the preface summarizes the opening scenarios used throughout the book in a brief visual overview, citing the chapter, scenario, professional setting, and cross setting (where applicable).

Also available digitally as a Pearson eText
Pearson eText is an easy-to-use digital textbook that students can purchase on their own or you can assign for your course. Creating a course allows you to personalize your Pearson eText so students see the connection between their reading and what they learn in class, motivating them to keep reading, and keep learning. Learn more about Pearson eText.

Benefits of creating a Pearson eText course

• Share highlights and notes with students. Add your personal teaching style to important topics, call out need-to-know information, or clarify difficult concepts directly in the eText.
• Access reading analytics. Use the dashboard to gain insight into how students are working in their eText to plan more effective instruction in and out of class.
• Customize and schedule readings. Rearrange the Pearson eText table of contents at both the chapter and section level to match the way you teach. Add due dates so that students know exactly what to read to come to class prepared.
• Read online or offline. Download the mobile app to read anytime and anywhere, even offline. The app is available on the App Store® and Google Play™ Store.
• Option to renew. At the end of their Pearson eText subscription, students can opt to extend access to their eText and personalized Notebook.
• Integrate with your LMS. Get up and running quickly on the first day of class. LMS integration provides institutions, instructors, and students with single sign-on access to Pearson eText via Blackboard Learn™, Canvas™, Brightspace® by D2L®, and Moodle. Note: If you integrate Pearson eText with your LMS, students must redeem or purchase access through the LMS.