how the brain learns …..and forgets evidence-based teaching · how the brain learns …..and...
TRANSCRIPT
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How the Brain learns…..and forgets
Evidence-based Teaching
Alix G. Darden, PhD, [email protected] of Faculty DevelopmentDepartment of PediatricsDirector, Academy of Teaching Scholars
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Disclosure
•I have no commercial interests or financial relationships to disclose.
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It’s not what you tell your students that counts, but what they take away from the classroom
Ref: Silberman, M. 2006. Teaching Actively.
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Learning Objectives
•Describe the path information takes to get to long term memory
•Identify two teaching techniques that support retention.
•Apply one concept of how the brain processes information to something you teach.
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A story
•Andrew
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Scientific teaching of science
•Evidenced based•Hypothesis driven
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Learning is COMPLEX
https://pixabay.com/en/brain-mind-mindset-reality-544412/
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What is the average attention* span of an adult learner in a lecture setting
A. 5-7 minutesB. 10-15 minC. 30-40 minD. 50+ minutes
*attention - to material being presented
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Evidence
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Testing what you remember best – 12 sec
KEFLAKMIL NIR VEK LUN NEM BEB SAR FIF
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Write down what you remember
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Testing what you remember best
KEFLAKMIL NIR VEK LUN NEM BEB SAR FIF
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We remember best what we learn first and last
0 10 20 25 35 40 50
New Information Closure
Time in minutes
Practice
Prime-time 1 Prime-time 2Down-time
Deg
ree
of R
eten
tion
Sousa, DA. 2011.
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Different types of memory
ENVIRONMENT
Sensory and immediate memory
Working memory
Long-term memory
Short term memory ~ 10-20 min
Out Out Retention
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During a presentation the brain needs time to process information
Sousa, DA. 2011.
Average approximate Prime- and Down-times in Learning Episodes
Episode time (min)
Prime-time Down-time
Minutes % time Minutes % time
20 18 90% 2 10%
40 30 75% 10 25%
80 50 62% 30 38%
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Improve retention – provide multiple learning episodes
Sousa, DA. 2011.
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We remember best what we learn first and last in a learning episode
0 10 20 25 35 40 50
New Information Closure
Time in minutes
Practice
Prime-time 1 Prime-time 2Down-time
Deg
ree
of R
eten
tion
Sousa, DA. 2011.
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Active learning promotes retentionLesson from Physics Education Reform
R. Hake, 1998
• 1-2 minute breaks to work with material
• 2-3 breaks during a 50 minute lecture
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Long Term Memory Boost
•Think about what was just discussed and identify something that was an “eye-opener for you.
•Turn to your neighbor and tell them what it was.
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Probability of storing information varies with the degree of sense and meaning that are present.
•Sense – learner understands based on past experience(s)
•Meaning – The information is relevant to the learner
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Asking questions, posing problems, using cases, etc. and letting audience discuss and answer provides cognitive space
• Sense• Meaning
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Distraction
The mere presence of a cell phone has been shown diminish attention and reduce performance on cognitively complex tasks.
(Thornton, Faires, Robbins, & Rollins, 2014)
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Cognitive Load
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If the demands on the brain are too high, meaningful learning will not occur.
Cognitive Load Theory
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Three types of cognitive load
1. Intrinsic – the material being presented
• Images, sounds, written and spoken words relevant to what needs to be learned
2. Extrinsic – other irrelevant information available to the learner
• Images, sounds, written and spoken words not relevant to what needs to be learned
3. Germane – cognitive processes involved in making sense of material
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Three types of Cognitive Load
http://theelearningcoach.com/learning/what-is-cognitive-load/
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The cognitive load of working memory is limited
Mayer, R. (2002).
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The cognitive load of working memory is limited
Mayer, R. (2001). Multimedia Learning. New York, NY: Cambridge University Press
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The cognitive load of working memory is limited
Mayer, R. (2001). Multimedia Learning. New York, NY: Cambridge University Press
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The cognitive load of working memory is limited
Mayer, R. (2001). Multimedia Learning. New York, NY: Cambridge University Press
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Preventing Cognitive Overload
•Make every word and image count
•Busy clinical area• Move to quieter
area
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Making complex material “fit’ into working memory
•Minimizing intrinsic cognitive load
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Memorize
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15
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Write down as much as you can.
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Memorize
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15
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Memorize
Medical Education learning theorists -Vygotsky, Argyris, Holt, Nonaka, Freire
Ref: http://cmapspublic3.ihmc.us/rid=1LNV3H2J9-HWSVMQ-13LH/Learning%20Theory.cmap
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Write down as much as you can.
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Memorize
Medical Education learning theorists -Vygotsky, Argyris, Holt, Nonaka, Freire
Ref: http://cmapspublic3.ihmc.us/rid=1LNV3H2J9-HWSVMQ-13LH/Learning%20Theory.cmap
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Memorize
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Write down as much as you can.
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Memorize
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Based on YOUR data, what is the capacity of your working memory, in chunks?
a. 3-5b. 8-10c. 12-14d. Infinite, if you pay attention
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How much did you get correct?
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Chunking material increases the amount of information that can be stored in short term memory
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YOUR cognitive space Discuss with your neighbor
Describe how one concept just discussed could be applied to teaching in your discipline.
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Planning your Teaching sessions
Food for Thought & Current trends
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Less IS More
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Less IS More #1
•Conclusion: 50% less time on teacher driven content + active learning = no detrimental effects on knowledge acquisition or attitude enhancement
• After hours residents teaching session• 2 groups
• 50 min lecture on effective use of diagnostic tools• Same content, but direct lecture was 30 min, rest of time resident-to-resident
interactions
• Results: knowledge + attitude pre/post• No statistical difference between groups
Haidet, et.al, 2004.
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Less IS More #2
Results: Low density – students learned and retained more lecture information
Medical students
3 different lectures on same topic High density – 90% new information Medium density – 70% new information Low density – 50% new information
• Extra time spent restating, highlighting significance, more examples, and relating the material to the student's prior experience
Ref: Russell, et.al., 1984.
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Teaching Techniques, not size of class, most affect retention• Experimental design – measure student learning in 2 types of classes:
• 1st - Large class – less lecturing, more student participation
• 2nd - Small lecture-predominant classes• Results: The greater the number of higher-level thought questions used in class, the higher the scores on the post test, IRRESPECTIVE of class size.
• Conclusion: method of instruction, not size of class, major ingredient in learning.
Ref: Ref: Bonwell and Eison, 1991, Active Learning, pp 16-17
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The “new” teaching vogue
Flipping the classroom
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Flipped classroom learning increases – Just the inclusion of Active Learning?
Jensen, J. L., Kummer, T. A., & Godoy, P. D. (2015)
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Conclusions
•The brain needs to process information to move it to long term memory.
•Provide “brain space” to aid learning –• Decrease cognitive load• Chunk material• Intersperse active learning
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Quick Quiz
• What was the fourth number from the end?• Name one learning theorist.• What was the next to last shape?
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Quick Quiz
• What was the fourth number from the end?• 12
• Name one learning theorist.• Vygotsky, Argyris, Holt, Nonaka, Freire
• What was the next to last shape?
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Learning is COMPLEX
https://pixabay.com/en/brain-mind-mindset-reality-544412/
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It’s not what you tell your students that counts, but what they take away from the classroom
Ref: Silberman, M. 2006. Teaching Actively.
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References• Bonwell, C. C., & Eison, J. A. (1991). Active learning creating excitement in the classroom.
Washington, DC: George Washington University, ERIC Clearinghouse on Higher Education.• Haidet, P., Morgan, R. O., O'Malley, K., Moran, B. J., & Richards, B. F. (2004). A controlled trial
of active versus passive learning strategies in a large group setting. Adv Health Sci EducTheory Pract, 9(1), 15-27.
• Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys, 66(1), 64-74. Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education, 14(1).
• Mayer, R. E. (2002). Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two-Way Street Between Cognition and Instruction. New Directions for Teaching and Learning, 2002(89), 55-71.
• Russell, I. J., Hendricson, W. D., & Herbert, R. J. (1984). Effects of lecture information density on medical student achievement. J Med Educ, 59(11 ), 881-889.
• Sousa, D. A. ((2011). How the Brain Learns. 4th ed. Corwin Publishing. • Thornton, B., Faires, A., Robbins, M., & Rollins, E. (2014). The mere presence of a cell phone
may be distracting: Implications for attention and task performance. Social Psychology, 45(6), 479-488. van Merrienboer, J. J., & Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Med Educ, 44(1), 85-93.