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The Unified Learning Model

How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices

  • Duane F. Shell
  • David W. Brooks
  • Guy Trainin
  • Kathleen M. Wilson
  • Douglas F. Kauffman
  • Lynne M. Herr

Table of contents

  1. Front Matter
    Pages i-xi
  2. Developing the Unified Learning Model

    1. Front Matter
      Pages 5-5
    2. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 1-4
    3. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 7-17
    4. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 19-31
    5. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 33-64
    6. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 65-84
    7. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 85-111
  3. Applying the Unified Learning Model

    1. Front Matter
      Pages 113-113
    2. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 115-116
    3. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 117-134
    4. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 135-140
    5. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 141-149
    6. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 151-160
    7. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 161-167
    8. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 169-175
    9. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 177-185
    10. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 187-195
    11. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 197-203
    12. Duane F. Shell, David W. Brooks, Guy Trainin, Kathleen M. Wilson, Douglas F. Kauffman, Lynne M. Herr
      Pages 205-207
  4. Back Matter
    Pages 209-212

About this book

Introduction

This cutting-edge synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires working memory allocation (attention). Second, that working memory’s capacity for allocation is affected by prior knowledge. And finally, that working memory allocation is directed by motivation. These three principles guide a complete model of learning that synthesizes what is known from research in brain function, cognition, and motivation.

This, then, is a book about how humans learn. Its focus is on classroom learning although the principles are, as the name of the book suggests, universal. The text’s scope covers learning from pre-school to post-graduate, as well as training in business, industrial and the military. It addresses all learning described by the word "thought", as well as anything we might try to teach, or instruct in formal educational settings.

The book presents a model of learning that the authors offer as scientists rather than educators. They assert that more than enough is known to sustain a "scientific" model of learning. Rather than being a mere review of the literature, this work is a synthesis. Many scholars and teachers will have heard much if not most or even all of the information used to develop the model. What they will not have come across is a model – designed to be both accessible and usable – that puts together the information in just this way.

Keywords

Emotion Scaffolding ULM attention classroom cognitive science instruction intelligence knowledge learning learning principle motivation neurobiology of learning unified learning model working memory

Authors and affiliations

  • Duane F. Shell
    • 1
  • David W. Brooks
    • 2
  • Guy Trainin
    • 3
  • Kathleen M. Wilson
    • 4
  • Douglas F. Kauffman
    • 5
  • Lynne M. Herr
    • 6
  1. 1.College of Education & Human SciencesUniversity of Nebraska-LincolnLincolnU.S.A.
  2. 2.College of Education & Human SciencesUniversity of Nebraska-LincolnLincolnU.S.A.
  3. 3.College of Education & Human SciencesUniversity of Nebraska-LincolnLincolnU.S.A.
  4. 4.College of Education & Human SciencesUniversity of Nebraska-LincolnLincolnU.S.A.
  5. 5.College of Education & Human SciencesUniversity of Nebraska-LincolnLincolnU.S.A.
  6. 6.Educational Service Unit 6 (ESU 6)MilfordU.S.A.

Bibliographic information