How We Learn… and How We Don’t

Changes in the functional capacities of learners are visible manifestations of changes in the physical structure of the brain. Although we seldom think of learning experiences as brain-reorganization activities, they most certainly are precisely that. We will look at why formal education often fails to make substantive and lasting changes in how learners think and behave, and we’ll consider how to design learning experiences that lead to advantageous changes in cognition, affect, and behavior, all of which are components of expertise in every discipline.