An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyse learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers and psychology students. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humour and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviourism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.
(source: Nielsen Book Data)

• Introduction: The look-alike competition
• Part I: The age of average
• 1. The invention of the average
• 2. How our world became standardized
• 3. Overthrowing the average
• Part II: The principles of individuality
• 4. Talent is always jagged
• 5. Traits are a myth
• 6. We all walk the road less traveled
• Part III: The age of individuals
• 7. When businesses commit to individuality
• 8. Replacing the average in higher education
• 9. Redefining opportunity

Are you above average? Every day we are measured against the yardstick of averages, judged according to how closely we resemble it or how far we deviate from it. In The End of Average, Todd Rose shows that no one is average. Not you. Not your kids. Not your employees or students. This isn't hollow sloganeering- it's a mathematical fact with enormous practical consequences. Weaving science, history, and his experiences as a high school dropout, Rose brings to life the untold story of how we came to embrace the scientifically flawed idea that averages can be used to understand individuals and offers a powerful alternative: the three principles of individuality. The Jaggedness principle (talent is never one-dimensional), the context principle (traits are a myth), and the pathways principle (we all walk the road less traveled) help us understand our true uniqueness- that of others- and how to take full advantage of individuality to gain an edge in life.--jacket cover
"The rising star and face of the new field "science of the individual" draws from the latest psychological and sociological research to show that success is found in individual strengths and weaknesses that don't fit along any average curve--a powerful manifesto for change in the ranks of Emotional Intelligence and The Power of Habit. Modern science has proven that people behave and learn in distinctive ways. And yet these individual patterns get lost in our institutions of opportunity--from education to the workforce--which remain rooted in the misguided belief that statistical averages are good enough to understand individuals and identify their unique talents. Standardized tests, grading systems, job applicant profiling, performance reviews--they invariably ignore our differences and ultimately fail at measuring our capacity for success. In this first popular book on the science of the individual, Todd Rose, a pioneer in the field draws on the latest research to show how, when we focus on individual findings rather than group findings or averages, we can rethink the world and everyone's potential in it. By understanding the three "principles of individuality"--The principle of the jagged profile, the principle of context, and the principle of pathways--we can avoid setting ourselves and those we are tasked with helping succeed (our children, students, employees) up for repeated failure and instead find the right path for success. The End of Average reminds us that we are not anything close to average--because the average is a statistical myth--and presents a new way of understanding and maximizing everyone's potential"-- Provided by publisher

• List of Figures. Preface. Acknowledgements. Introduction.
• 1. Backward Design.
• 2. Understanding Understanding.
• 3. Gaining Clarity on Our Goals.
• 4. The Six Facets of Understanding.
• 5. Essential Questions: Doorways to Understanding.
• 6. Crafting Understandings.
• 7. Thinking like an Assessor.
• 8. Criteria and Validity.
• 9. Planning for Learning.
• 10. Teaching for Understanding.
• 11. The Design Process.
• 12. The Big Picture: UbD as Curriculum Framework.
• 13. "Yes, but..." Afterword: Getting Started. Appendix: Sample 6-Page Template. Endnotes. Glossary. Bibliography. Index. About the Authors.
• (source: Nielsen Book Data)

The highly anticipated second edition of Understanding by Design poses the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The text proposes a multifaceted approach, with the six "facets" of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding. The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts. The authors have successfully put together a text that demonstrates what best practice in the design of learning looks like, enhancing for its audience their capability for creating more engaging and effective learning, whether the student is a third grader, a college freshman, or a faculty member.
(source: Nielsen Book Data)