ctd weekly workshop: how people learn
DESCRIPTION
How (you can help) People Learn Peter Newbury Center for Teaching Development, UCSD ctd.ucsd.edu 23 October 2013TRANSCRIPT
What do you notice? What do you wonder?
:-) by victor_nuno on flickr CC-BY-NC
CTD WEEKLY WORKSHOPS:
HOW PEOPLE LEARN
Peter Newbury
Center for Teaching Development,
University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/
Wednesday, October 23, 2013
12:00 – 12:50 pm Center Hall, Room 316
How People Learn 3
Survey
How People Learn 4
Which of these do you associate with a typical
university lecture?
A) listening
B) absorbing
C) note-taking
D) learning
The traditional lecture is based on the
transmissionist learning model
How People Learn 5
(Image by um.dentistry on flickr CC)
Let’s have a learning experience…
6 How People Learn
Here is an important number system.
Please learn it.
How People Learn 7
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
Test
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What is this number?
Scientifically Outdated, a Known Failure
9 How People Learn
We must abandon the tabula rasa
“blank slate” and “students as
empty vessels” models of teaching
and learning.
New Number System
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Here’s the structure of the “tic-tac-toe” code:
1 2 3
4 5 6
7 8 9
Test
How People Learn 11
What is this number?
Constructivist theory of learning
How People Learn 12
New learning is built on and from existing knowledge.
You store things in long term memory through a set of connections that are made with previous existing memories.
(Images by Rebecca-Lee on flickr CC)
Creating memories (aka learning) involves having neurons fire and neurons link up in networks or patterns.
How People Learn
How People Learn 13
National Research Council (2000).
How People Learn: Brain, Mind,
Experience, and School: Expanded
Edition. J.D. Bransford, A.L Brown
& R.R. Cocking (Eds.), Washington,
DC: The National Academies
Press.
Available for free as PDF
www.nap.edu/catalog.php?record_id=9853
Key Finding 1
How People Learn 14
Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside of the classroom.
(How People Learn, p 14.)
Key Finding 2
15
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a conceptual framework, and
c) organize knowledge in ways that facilitate retrieval and application.
(How People Learn, p 16.)
How People Learn
Key Finding 3
16
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn, p 18.)
How People Learn
Aside: metacognition
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Metacognition refers to one’s knowledge concerning one’s
own cognitive processes or anything related to them.
For example, I am engaging
in metacognition if I notice
that I am having more
trouble learning A than B.
([3], [4])
cognition meta
Key Finding 3
18
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn, p 18.)
How People Learn
Please break into groups of 3-4...
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Each set of cards has
3 Key Findings
3 Implications for Teaching
3 Designing Classroom Environments
TASK: Sort your cards into 3 groups of 3 cards by
matching the Implication for Teaching and Classroom
Environment to each Key Finding:
Designing
Classroom
Environment
20
How People Learn
Key Finding 1
How People Learn 21
Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside of the classroom.
(How People Learn, p 14.)
Implications for Teaching 1
How People Learn 22
Teachers must draw out and work with the preexisting understandings that their students bring with them.
(How People Learn, p 19.)
How People Learn 23
Please memorize this code:
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
1 2 3
4 5 6
7 8 9
unsupported, unfamiliar content
built on pre-existing
knowledge
(tic-tac-toe board)
Transmissionist Constructivist
Classroom Environments 1
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Schools and classrooms must be learner centered. (How People Learn, p 23.)
Learning requires interaction [2]
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Learning requires interaction [2]
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% of class time
NOT lecturing
Learning gain:
pre-test 0
100%
post-test
0.50
Learning requires interaction [2]
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1 2
3 4
Key Finding 2
28
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a conceptual framework, and
c) organize knowledge in ways that facilitate retrieval and application.
How People Learn
(How People Learn, p 16.)
How People Learn
29
Implications for Teaching 2
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Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.
Classroom Environments 2
To provide a knowledge-centered environment, attention must be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like.
(How People Learn, p 20.)
(How People Learn, p 24.)
Why Your Students Don’t Understand You
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Expert brains differ from novice brains because novices:
lack rich, networked connections, cannot make
inferences, cannot reliably retrieve information
have preconceptions that distract, confuse, impede
lack automization, resulting in cognitive overload
Key Finding 3
32
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn, p 18.)
How People Learn
Implications for Teaching 3
How People Learn 33
The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.
Classroom Environments 3
Formative assessments — ongoing assessments designed to make students’ thinking visible to both teachers and students — are essential.
Instructors need to provide opportunities for
students to practice being metacognitive: an
internal dialogue about their own thinking
(How People Learn, p 21.)
(How People Learn, p 24.)
How People Learn 34
student-centered instruction traditional lecture
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peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos student-centered instruction
Clicker question
How People Learn 36
Melt chocolate over low heat. Remove the chocolate
from the heat. What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
Typical Episode of Peer Instruction (PI)
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1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own and vote
using clickers, colored ABCD cards, smartphones,…
3. The instructor asks students to turn to their neighbors
and “convince them you’re right.”
4. After that “peer instruction”, the students vote again
and the instructor leads a class-wide discussion
concluding with why the right answer(s) is right and
the wrong answers are wrong.
In effective peer instruction
How People Learn 38
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts in their
own (novice) language
each student finds out what s/he does(n’t) know
the instructor finds out what the students know (and
don’t know) and reacts, building on their initial
understanding and preconceptions.
students learn
and practice
how to think,
communicate
like experts
Upcoming CTD Teaching and Learning Workshop:
To register, look for the
Fall 2013
Teaching and Learning Workshops
at ctd.ucsd.edu
To learn more about peer instruction
How People Learn 39
Nov 13 Writing Good Clicker Questions: A good episode of
peer instruction requires a good question. In this session,
we’ll see a variety of questions and contrast good vs
bad questions, that you can adapt to your discipline.
How People Learn
40
Learning is not about what the
instructor does. It’s about what
students do for themselves.
How People Learn
How People Learn
41
Learning is not about what the
instructor does. It’s about what
students do for themselves.
Students will not learn (just) by
listening to the instructor explain.
How People Learn
How People Learn
42
Learning is not about what the
instructor does. It’s about what
students do for themselves.
Students will not learn (just) by
listening to the instructor explain.
BE LESS HELPFUL
How People Learn
If in doubt, ask yourself…
43
Who is doing the work,
you or the students?
How People Learn
CTD WEEKLY WORKSHOPS:
HOW PEOPLE LEARN
Peter Newbury
Center for Teaching Development,
University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
slides and resources: ctd.ucsd.edu/programs/fall-2013-weekly-workshops/
Wednesday, October 23, 2013
12:00 – 12:50 pm Center Hall, Room 316
References
How People Learn 45
1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.
2. Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 77, 4, 320-330.
3. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
4. Brame, C. (2013) Thinking about metacognition. [blog] January, 2013, Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan 2013].