From the Foreword:
"This an exciting contribution to our knowledge of how the research on learning can facilitate more effective teaching. It will do for college and university teachers what The New Science of Learning does for students—help them become more skilled and efficient in applying what we know about learning to success in the classroom. This time Terry is joined by coauthor and son Dr. B.M. Doyle, who brings his expertise in neurophysiology, public health, and human performance to thetopic.
The book's 11 chapters engage readers in research-informed explorations of the neuroscience behind learning principles and models, long-term learning, attention, active lecturing, memory and learning, mindset, lifelong learning, patterns in learning, multisensory teaching and learning, sleep, exercise, and diet, and, finally, neuromyths. Each chapter ends with a summary of key findings that serves as a takeaway "exit ticket" for both teachers and students.
Those who are acquainted with Terry Doyle's body of work will be pleased to find the same qualities they have valued in his previous offerings: accessible, jargon-free writing; a bringing together of the relevant evidence-based findings and best practices from the research in ways that are easy to understand and apply; and a focus on how to help students learn best."—Gregg Wentzell, assistant director, Center for Teaching Excellence, Miami University
Teaching in a world where students have access to the nearly infinite knowledge of the internet requires rethinking the role of a teacher. With new data being created at a staggering pace, the authors believe there are two priorities all teachers must embrace: the first, to teach their disciplinary content and skills in harmony with the most current research on how the humanbrain learns; the second, to see their role as not only teachers of content but as teachers of the life-long learning skills so students can flourish in this new age of data.
Opening with the provocative question -- What specific information and skills do you want your students to know and be able to apply a year after completing your course? – and the follow up – Given the vast available online resources that students can access independently, what's best use of your time in the classroom or online? -- the authors set the stage for prioritizing what you teach; determining on what concepts and complex material to focus your teaching and your student support; and then succinctly summarize the neuroscience on how the brain processes and stores information so you can apply the principles to maximize your students' learning.
The authors address what they characterize as the four drivers of lifelong learning: helping students recognize and use patterns and connections as they encounter new information; have students use multisensory approaches to learning new knowledge that stimulate their powerful auditory, visual, and sensory capacities; fostering a growth mindset; and most important, developing students' critical and independent learning skills.
This book is divided into three parts. The first six chapters deal with the research on how the human brain learns and how this research supports a learner centered approach to teaching. Chapters seven to nine detail specific strategies and practices for using a learner centered approach to your teaching including how to integrate lifelong learning skills into your content courses. Chapters ten and eleven detail specific actions students need to take to prepare their brains for learning and suggest ways teachers can guide them to embrace these vital actions that can optimize their learning potential.
For teachers feeling overwhelmed by the content they feel they need to teach, this book offers valuable guidance on why and what to prioritize, evidence-based advice on improving student learning, and for developing students' capacities for life-long learning.
Table of Contents:
- Acknowledgements
- Foreword—Gregg Wentzell
- Introduction
- Part One: The Research That Supports a Learner-Centered Approach to Teaching and Students' Learning
- 1. We need to follow where the researcah leads
- 2. Teaching for long term learning-- a learner centered approach
- 3. Helping students develop a growth mindset
- 4. A multisensory approach to teaching and learning
- 5. Using patterns to enhance teaching and learning
- 6. Three persistent myths that harm teaching and learning
- Part two: teaching practices that optimize students' learning
- 7. Teaching lifelong learning skills
- 8. Getting and keeping students' attention
- 9. Active lecture
- Part three: preparing the brain for learning – a student's responsibility
- 10. Preparing the brain for learning—the role of sleep
- 11. Exercise, diet and hydration—priming the brain for learning
- Index
About the Author :
Terry Doyle is an author, nationally recognized educational consultant and Professor Emeritus of Ferris State University where he taught for 38 years. From 1998 to 2009 he served as the Senior Instructor for Faculty Development.
Terry has shared his work on ways to use neuroscience, biology, and cognitive science research to develop a learner centered approach to teaching and training with the U.S. military, police agencies, medical and veterinary colleges and some 400 universities and colleges around the world for the past 25 years. He also has given hundreds of keynote addresses at regional, national and international conferences around the world.
He is the author or co-author of seven books dealing with the application of neuroscience findings about how the brain learns and how to teach and train in harmony with the brain.
Terry is the CEO of Learner Centered Teaching Consultants and D&M Consultants—The New Science of Business.
Dr. B.M. Doyle earned a B.S. in Biology from Ferris State University in 2013 and went on to earn his PhD in Rehabilitation Science from the University of Florida in 2019. His dissertation work focused on gene therapy for the hypoglossal motor system. He is the lead author and co-lead author of multiple scientific publications on the subject. In addition to his scientific publications, he is also co-author of articles and book chapters on the science of teaching and learning. Dr. Doyle has given presentations on teaching and learning to students and faculty virtually, on campuses and at regional and national conferences on teaching and learning.
Dr. Doyle has worked as a tutor, teaching assistant, guest lecturer and instructor teaching biology, anatomy, and neuroscience to high school, undergraduate and graduate students.
Dr. Doyle has been working for Learner Centered Teaching Consultants since 2014 and currently serves as the Vice-President of Research.
Review :
"Every so often, a book is published that broadens and deepens our understanding of a topic, discipline, or field.This is such a book. Firmly ground in current empirical findings, yet infinitely readable, this book further develops our nuanced understanding of how learning works and what faculty and their students can do to ensure educational success.The New Science of Teaching: Rethinking a Teacher's Role in the Age of Data should be required reading for all who teach, or aspire to teach, in higher education."
"More than a decade ago, with the words, 'the one who does the work does the learning, ' Dr. Terry Doyle changed the way many of us think about teaching, learning, and student engagement. In his latest book, The New Science of Teaching, Dr. Doyle returns with his son and co-author to challenge us to approach teaching much like we approach our disciplines. Learn the foundations, but don't stop there because knowledge changes constantly. Follow and apply the latest research about how students learn. Challenge tired assumptions and models that no longer serve today's students. Look for ways to help students succeed within and beyond our courses. The authors call on us to reach for these bigger goals, but they also provide the evidence and examples to help us create transformative learning experiences that set the stage for students to become lifelong learners. This book is a must-read for every college teacher."--Barbi Honeycutt, Ph.D., Teaching & Learning Consultant & Host of the Lecture Breakers Podcast
"The New Science of Teaching: Rethinking a Teacher's Role in the Age of Data is packed with clear, practical and effective strategies for helping students learn and retain what they learn. Each chapter is filled with thought-provoking topics and positive tips and techniques for faculty who seek to improve their teaching effectiveness. The authors challenge us to modify our beliefs about our teaching and student learning in the light of new research. They clearly explain how faculty can help students learn how to learn and, perhaps most importantly, take responsibility for their learning."--Michael Cairns, Ph.D., Developmental Educator, Professor of reading and Associate Vice President of Student Affairs, Ferris State University
