\u003cp\u003e\u003ci\u003eGuided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework \u003c/i\u003edetails a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels. \u003c/p\u003e\u003cul\u003e \u003cli\u003eExplains why unsupervised learning is a major part of education\u003c/li\u003e \u003cli\u003eReviews the history of homework in American education\u003c/li\u003e \u003cli\u003eShows that quality of homework is more important than quantity\u003c/li\u003e \u003cli\u003eIllustrates how Guided Cognition-designed homework improves learning for literature and mathematics\u003c/li\u003e \u003cli\u003eCompares Guided Cognition to other types of instructional design\u003c/li\u003e \u003cli\u003eAnalyzes how the surface structure of Guided Cognition tasks relate to underlying psychological processes\u003c/li\u003e \u003cli\u003eDiscusses the effects of the internet on learning\u003c/li\u003e \u003cli\u003ePresents applications that facilitate lifelong learning\u003c/li\u003e \u003cli\u003eIncludes an appendix of frames and guidelines for authoring Guided Cognition questions and tasks\u003c/li\u003e\u003c/ul\u003e
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