An interactive learning quiz

SHASTA COLLEGE, AUGUST 2017

Overview

•  Things you know about learning •  Things you (maybe) didn’t know about

learning •  Things you know about learning that ain’t so

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Warm up: your expertise?

How much would you say you know about how learning works?

Q1: What’s the most important factor in successful learning ?

Q1: What’s the most important factor in successful learning ?

FromChew:h+ps://www.youtube.com/watch?v=9O7y7XEC66M&index=3&list=PL85708E6EA236E3DB

Q1: What’s the most important factor in successful learning ?

FromChew:h+ps://www.youtube.com/watch?v=9O7y7XEC66M&index=3&list=PL85708E6EA236E3DB

Q2: Learning is most effective when the instructional style matches the student’s preferred learning style

Q2: Learning is most effective when the instructional style matches the student’s preferred learning style

Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119.

“Thelearning-stylesviewhasacquiredgreatinfluencewithintheeduca7onfield,andisfrequentlyencounteredatlevelsrangingfromkindergartentograduateschool.Thereisathrivingindustrydevotedtopublishinglearning-stylestestsandguidebooksforteachers,andmanyorganiza7onsofferprofessionaldevelopmentworkshopsforteachersandeducatorsbuiltaroundtheconceptoflearningstyles.”

Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119.

Q3: Effective and less effective study habits

Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119.

Rules of studying

1.  Passive re-reading 2.  Highlighting overkill 3.  “Yeah, I could do that” 4.  Cramming 5.  Solving problems you know how to solve 6.  Group study sessions becoming too social 7.  Not resolving difficulties 8.  ‘Learning’ when distracted 9.  Not getting enough sleep

Rules of studying

1.  Testing recall, application 2.  Spacing your practice 3.  Mixing up what you do 4.  Taking breaks, studying intensively 5.  Discuss it with others 6.  “Explain it to a 10 year old” 7.  Focus 8.  Know your golden time

Q4: What is best for retention?

Q4: What is best for retention? Roediger & Karpicke (2006) : •  4x 5 minute study of material (prose passage) •  3 groups: SSSS, SSST, STTT •  Retention test 1 week later •  Recall passage (scored as recall of ‘idea units’)

RoedigerIII,H.L.,&Karpicke,J.D.(2006).Test-enhancedlearning:Takingmemorytestsimproveslong-termreten^on.Psychologicalscience,17(3),249-255.

Q5: Metacognition and ability

Q5: Metacognition and ability

Q5: Metacognition and ability

Q5: Metacognition and ability Week1ofcourse

Q5: Metacognition and ability Week10ofcourse

Take homes 1. Deep processing supports learning – we need to help students

make connections, integrate knowledge, build mental structures of knowledge

2. Learning styles (specifically the efficacy of the meshing hypothesis) is NOT a thing.

3. Many students arrive with good and bad study habits – we need to make visible the reasons why effective learning requires effortful / deliberate practice

4. Testing can enhance learning – with frequent, low-stakes, spaced testing augmented by feedback being the most potent combination.

5. Weaker students may have under-developed skills to judge their own performance, which can have a significant impact on how they approach learning

Resources / bibliography

One page description from CMU website

http://www.cmu.edu/teaching/principles/index.html

Brent, R. & Felder, R. (2011). Random

thoughts… how learning works. Chemical Engineering Education 45(4). 257-8.

Available at: http://www4.ncsu.edu/unity/lockers/

users/f/felder/public/Columns/Ambrose.pdf

Five page summary of the 7 principles

http://bit.ly/HLWshort

Resources / bibliography In the order in which they appear in the slides: Question 1: most important factor for learning Stephen L Chew Improving Classroom Performance by Challenging Student Misconceptions about Learning https://www.psychologicalscience.org/observer/improving-classroom-performance-by-challenging-student-misconceptions-about-learning Stephen L Chew: How to get the most out of studying video series https://www.youtube.com/playlist?list=PL85708E6EA236E3DB Hyde,T.A.,&Jenkins,J.J.(1973).Recallforwordsasafunc^onofseman^c,graphic,andsyntac^corien^ngtasks.JournalofVerbalLearningandVerbalBehavior,12,471-480. Question 2: Learning styles Popular science article http://www.popsci.com/science/article/2013-08/everything-youve-ever-been-told-about-how-brain-learns-lie?page=2#page-2 Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119. https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Rohrer, D., Paschler, H., (2012). Learning styles: where’s the evidence? Medical Education 46, 630-635.

Resources / bibliography In the order in which they appear in the slides: Question 3: rules for studying Rick Reis, Tomorrow’s Professor archives, post 1346 https://tomprof.stanford.edu/posting/1346 RichardFelder’s“Memotostudentswhoaredisappointedwiththeirlasttestgrade”h+p://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/memo.pdfBarbaraOakley’s“AMindforNumbers:howtosuccessatmathandscience(evenifyouflunkedalgebra)”h+p://cgi.stanford.edu/~dept-ctl/tomprof/pos^ng.php?ID=1346Ques^on4:testenhancedlearningRoedigerIII,H.L.,&Karpicke,J.D.(2006).Test-enhancedlearning:Takingmemorytestsimproveslong-termreten^on.Psychologicalscience,17(3),249-255.h+p://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2006.01693.xNewYorkTimes:Toreallylearn,quitstudyingandtakeatesth+p://www.ny^mes.com/2011/01/21/science/21memory.html

Resources / bibliography In the order in which they appear in the slides: Question 5: metacognition and ability Kruger,J.,&Dunning,D.(1999).Unskilledandunawareofit:howdifficul^esinrecognizingone'sownincompetenceleadtoinflatedself-assessments.Journalofpersonalityandsocialpsychology,77(6),1121. Galloway,R.K.,Bates,S.P.,Parker,J.,&Usoskina,E.(2013,January).Theeffectofresearch-basedinstruc^oninintroductoryphysicsonacommoncogni^vebias.InAIPConferenceProceedings(Vol.1513,No.1,pp.138-141).AIP. General resources: h+ps://www.inc.com/abigail-tracy/three-learning-myths-debunked.htmlh+ps://www.fastcompany.com/40420472/five-popular-myths-about-learning-that-are-completely-wrongh+ps://www.logicearth.com/blog/five-common-but-inexcusable-learning-myths-about-how-we-learnh+p://wiki.ubc.ca/Learning_Commons:Content/Myths_About_Learning