Teaching Tips:

Small things with Large effects

(Extracts from a Noyce add-on class)

Paul HeidemanCollege of William & Mary

7 July 2011NSF Noyce Conference, Washington DC

THE “NOTES” section of this PowerPoint has explanatory text.

From: a one-credit Noyce Add-on class

“How Students Learn” (Biology 455)

Format: - Readings,- Discussion- In-class exercises

Why

Metacognition (understanding one’s own learning)

may help students be better self-teachers and learners

Metacognition (understanding one’s own learning)

may help students be better as self-teachers and learners

Potentially true for:- Noyce Scholars &- their students

Why

1. Can a child learn addition if they do not have fluent recall with understanding of the concepts of numbers 1 to 5, +, and = ?

(in other words, if they memorize that 1 + 1 = 2, and 2 + 2 = 4, but do not understand the concept of 1, 2, +, =, or 4?)

Yes/no because…

2. Can a student learn genetics if they do not have fluent recall with understanding of the concepts of allele, gene, genotype, and phenotype?

Why

Yes/no because…

Workshop Exercise 1

1. Can a child learn addition if they do not have fluent recall with understanding of the concepts of numbers 1 through 5?

(in other words, if they memorize that 1 + 1 = 2, and 2 + 2 = 4, but do not understand the concept of 1, 2, +, =, or 4?)

2. Can a student learn genetics if they do not have fluent recall with understanding of the concepts of allele, gene, genotype, and phenotype?

Why

Most of my college freshmen respond:‘yes, if the student can answer questions correctly’

Ex. 1

Why

Learn the following:

Tribnagtion occurs in snignups whenever the grulton is skortenated.

Exercise 2

Why

Learn the following:

Tribnagtion occurs in snignups whenever the grulton is skortenated.

Catch my eyes when you have this memorized

Exercise 2

Why

Learn the following:

Tribnagtion occurs in snignups whenever the grulton is skortenated.

Exam question (choose the correct answer)

13. Tribnagtion occurs:

(a) in grultons whenever the snignup is skortenated.

(b) in snignups whenever the grulton is skortenated.

(c) in skortens whenever the snignup is grultoned.

(d) NONE of the above is a correct situation for tribnagtion.

Exercise 2

Why

This is an in-class exercise to get us (my class) thinking about learning.

Ex. 1

Learn the following:

Tribnagtion occurs in snignups whenever the grulton is skortenated.

Exam question (choose the correct answer)

13. Tribnagtion occurs:

(a) in grultons whenever the snignup is skortenated.

(b) in snignups whenever the grulton is skortenated.

(c) in skortens whenever the snignup is grultoned.

(d) NONE of the above is a correct situation for tribnagtion.

Learning is fluent recall with understanding

Redrawn from “Fish is Fish” by Lionni, 1970

(a “Fish-understanding” of learning)

Figure 1.2

Learning is fluent recall with understanding

(a “Fish-understanding” of learning)

Metacognition• Thinking about how you think

Concept for students

Metacognition• Thinking about how you think• Thinking about your own learning & • Understanding your own learning

Concept for students

Metacognition• Thinking about how you think• Thinking about your own learning • Understanding your own learning

…and because division is non-commutative, you

know that X … afdkjaskdfjalskfd

! ?

! ?

Concept for students

How do you know that you have learned …(fluent recall with understanding)

Learning Workshop Exercise 2

How do you know that you have learned … (fluent recall with understanding)

Addition, but not

Tribnagtion (which as you know, will occur in snignups whenever the grulton is skortenated.)

an in-class exercise to get us (my class) thinking about learning.

Learning Workshop Exercise 2

Stages of memory (or types of memory/kinds of memory)

• Recognition memory (know it if you see it)

Learning Workshop Exercise 3

Stages of memory (or types of memory/kinds of memory)

• Recognition memory (know it if you see it)• Effortful recall (slowly, with concentration, from a trigger word)

Learning Workshop Exercise 3

Stages of memory (or types of memory/kinds of memory)

• Recognition memory (know it if you see it)• Effortful recall (slowly, with concentration, from a trigger word)• Fluent recall (easily from a trigger word)• Automatic recall (without trying)

Learning Workshop Exercise 3

Stages of memory (or types of memory/kinds of memory)

• Recognition memory (know it if you see it)• Effortful recall (slowly, with concentration, from a trigger word)• Fluent recall (easily from a trigger word)• Automatic recall (without trying)

Learning Workshop Exercise 3

Stages of memory• Recognition memory• Effortful recall• Fluent recall• Automatic recall

Learning Workshop Exercise 3

(A)Write down at least four things you have learned, at least one from each kind of memory.

(When you have the four things, explain to your neighbor how you know which category of memory you have for each.)

Chunking Workshop Exercise 4

Try to sketch both

Chunking Workshop Exercise 4

Working Memory: 7 spaces (30 seconds)

Working Memory & Chunks Concept for students

Working Memory: 7 spaces (30 seconds)

Working Memory & Chunks

One chunk (one space)

Concept for students

Working Memory: 7 spaces (30 seconds)

Working Memory & Chunks

One chunk (one space)

Three chunks (three spaces)

Concept for students

Working memory capacity Workshop Exercise 5

Working memory capacity Workshop Exercise 6

Working memory capacity Workshop Exercise 6

Working memory capacity Workshop Exercise 5

Working Memory

Working Memory

Excess Cognitive Load

Excess cognitive

load

Workshop Exercise

7

Know this figure for the exam

Information Reduction Workshop Exercise 8

AXYITGMOVWTUSXFLearn:

Information Reduction Workshop Exercise 8

AXYITGMOVWTUSXF

AX

Information Reduction Workshop Exercise 8

AXYITGMOVWTUSXF

AX – YITGMO

AX – YITGMO

Information Reduction Workshop Exercise 8

AXYITGMOVWTUSXF

AX – YITGMO – VW - TUSXF

AX YITGMO VW TUSXF

. ... .....

GnRH

EEE

M

E

Neg Feedback,result less GnRH

(Less LH & FSH, but more LH & FSH receptors on oocyte & on support cells)

Pos Feedback,Surge of LH! (& FSH)high E stim Sex Behav

High LH Surge - Cells separate- Mature oocyte oozes free

EEE

CG

P

Terms (for a folded list)

GnRH (master H)

Neg Feedback Inhibition

Pituitary ‘Portal’ Blood vessels

Pos Feedback

Anterior Pituitary

Gametogenesis

Follicle Stimulating Horm. (FSH)

Luteinizing Horm. (LH)Sex Steroid Secretion

FollicleOocyteSupport cells

M - Mature oocyte

Ovulation

Corpus Luteum (CL)

Progesterone

Estrogen

Chorionic Gonadotropin

Receptors (for GnRH, LH, FSH, E, P, & CG)

Oviduct (Fallopian Tube)Uterus (& Uterine lining)

P

Embryo!Get ready!

LH FSH

ovum

Too big to be a good minute sketch; needsto be separated into about 4 (or more) sketches: 1. GnRH to LH & FSH to gametogen. & E secr.

& stim Ut lining2. E negative & positive feedback on GnRH; &

neg. feedback prevents new follicle growth3. Pos feedback to GnRH & LH surge to cause

ovulation & sex behavior4. Emb. secr. CG to Corpus luteum & P secr. &

maintenance of Ut. Lining & P neg feedback suppresses follicle growth (and when no P, then reabsorb/lose cells of Ut. Lining)

If Neg Feedback from E or P,then lower GnRH so lower FSH,So no new follicles develop!

CL

You might be able to use this sketch along with ‘retrieval practice’ to get it all into fluent recall with understanding

E

Developing egg cell (oocyte cell)

Support cells for egg

Estrogen from support cellsE

Information Reduction Workshop Exercise 9

Information Reduction Workshop Exercise 9

(In-class exercises: have students bring something they need to master from another class, and practice information reduction)

Your confusing text or figure here

Applying Information Reduction

Confused by content?

Close my eyes—can I hold it in my head?

No?

Yes?

I need smaller chunks

Information reduction (to chunks I know)

A different problem(consider: failure of

fluent recall with understanding?)

Minute Sketching Workshop Exercise 10

Objective: develop a sketch to represent any new chunk

From any text or diagram,

1. List the important terms or events for the new chunk

(each item on the list must be a chunk you already know)

2. Make a trial sketch or diagram that includes every term or thing on your list. Redraw to improve your sketch, keeping it as simple as possible

3. Check your sketch: can you (a) hold it easily in your mind with your eyes closed, and (b) can you sketch it (with practice) in less than a minute?

(if not, then separate it into two or more sketches)

4. Test your understanding with “What if…” questions.

Minute Sketching Workshop Exercise 8

Nitrogen Cycle. Convert into one or more minute sketches

Important Information for Students

Developing improved learning skills is like learning a sport, or dance, a new computer game, or a musical instrument.

At first, we do things wrong. We feel dumb. We don’t think it’s working.

If we practice well, with good coaching, we become an expert.

The more complicated the task, the longer it takes.

If we practice basketball or dance regularly over months or years, we become skilled. The same is true for learning.

Some Major Concepts from the class: 1.Chunking2.Constructing more complex chunks out of simpler chunks3.Working memory4.Capacity of working memory5.Cognitive overload6.Information reduction and procedural rules7.Practice8.Transfer9.Expertise (takes 10 years, 4 h/day, of interested, focused study & practice with good coaching)10.Neurons and synapses11.Memory pathways12.Biology of short-term versus lasting memory13.Memories built in different brain areas (loosely equivalent to cognitive domains)14.Sleep and memory15.Hippocampus-dependent (declarative) memory16.Sequence and location memory (related to time-place memory) to expand working memory17.Neostriatal cortex (skill/kinesthetic/muscle) memory18.Amygdala-dependent (emotion/fear) memory19.Combining working memory with sequence memory

This was a fast tour through parts 1-6

More in:

1. How People Learn (Chapters 1-5; Bransford et al., 2000) 2. & a follow-up book, How Students Learn

– both free on the web

3. Why Don’t Students Like School (Willingham 2009)- Readable and logical with useful insights, but not

intended to provide specific in-class exercises for use with students

4. Illustrations and summary explanations written for this class, - Eventually a free textbook & instructor guide with in-class exercises; (working title:

Memory and Learning: a practical guide for students- Available on the web in summer 2012 (if we stay on schedule)

Empty Memorizing

…never ASK students for empty

memorizing.

Framed on my wall, to remind me…

Thanks!

Funding:

NSF Noyce program

Jessie Ball duPont Fund,

U.S. Dept of Education

Howard Hughes Medical Institute

Undergraduate Education Program Grant

to the College of William & Mary

To compare importance of two concepts:

• Choose any two terms– Write (or sketch) each on a piece of scrap paper– Think of all related words FROM THAT CLASS,– And draw a line to the term

• The term with more connections– is very likely to be the most important– Master more important things first.