CTD Spring 2015 Weekly Workshop: How people learn

Peter Newbury, Ph.D.

Center for Teaching Development,

University of California, San Diego

[email protected]

@polarisdotca #ctducsd ctd.ucsd.edu

CTD Weekly Workshops:

How People Learn

Unless otherwise noted, content is licensed under a Creative Commons Attribution-Non Commercial 3.0 License.

resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2015/

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Why are we here?

How (you can help) People Learn 2

What do you think students are doing in a typical

university class?

A) listening

B) absorbing

C) learning

D) note-taking

The traditional lecture is based on the

transmissionist model of learning

How (you can help) People Learn 3 image by um.dentistry on flickr CC

Important new number system


Learn it.

1 = 4 = 7 =

2 = 5 = 8 =

3 = 6 = 9 =

Test


What is this number?

Scientifically outdated, a known failure


We must abandon the tabula rasa (blank

slate) and “students as empty vessels”

models of teaching and learning.

New Number System = tic-tac-toe code


1 2 3

4 5 6

7 8 9

Test


What number is this?

Constructivist Theory of Learning


New learning is based on knowledge you already have.

You store things in long term memory through a set of connections that are made with your existing memories.

(Image by Rebecca-Lee on flickr CC)

learning is done

by individuals

10 How (you can help) People Learn

How People Learn


3 Key Findings

3 Implications for Teaching

3 Designs for Classroom Environment

Key Finding 1


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


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.


Key Finding 3


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.


Aside: metacognition


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.

([2], [3])

cognition meta

Key Finding 3




Please sort your cards into 3 sets of 3:


Key Finding

2

Implication

for Teaching

Implication

for Teaching

Implication

for Teaching

Designing

Classroom

Environments

Key Finding 1


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.


Implications for Teaching 1


Teachers must draw out and work with the preexisting understandings that their students bring with them.



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

What do students bring

to your class?


Work with the people next to you.

Partner 1 (whose first name comes earlier in alphabet):

Think of a concept in a freshman-level course in your

discipline. What knowledge, experience, or skill do your

students already have that you can use to teach that

concept?

Partners 2, 3, 4…

Help your partner align pre-existing knowledge,

experience, or skill and the concept.

“In a moment but

not yet…” [4]

Classroom Environments 1


Schools and classrooms must be learner centered.

(How People Learn, p. 23)

Students need to encounter safe yet challenging conditions in

which they can try, fail, receive feedback, and try again without

facing summative evaluation.

(What the best college teachers do, p.108)

Learning requires interaction [6]

How (you can help) People Learn 24 How (you can help) People Learn



% of class time

NOT lecturing

Learning gain:

pre-test 0

100%

post-test

0.50



52 classes of sizes 25 to 100+ students, at 2-

and 4-yr colleges and research universities

across US. Every student wrote an astronomy

test (twice). Points shows a class’ learning gain.



1 2

3 4

Key Finding 2


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.




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.



Key Finding 3






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.



Supporting metacognition


Why do you think instructors ask, “Any questions?”

A) to signal they’re at the end of a section or concept

B) so the instructor can check if s/he can continue

C) so the instructor can check if the students understand

D) so the students can check if they’re ready to continue

Supporting metacognition


Why do you think instructors ask, “Any questions?”

A) to signal they’re at the end of a section or concept

B) so the instructor can check if s/he can continue

C) so the instructor can check if the students understand

D) so the students can check if they’re ready to continue

“What questions do you have for me?”

…and give them enough time

to ask a useful question

What questions do you have for me?


resources:

ctd.ucsd.edu/programs/weekly-workshops-spring-2015/

References


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. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The

nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.

3. Brame, C. (2013). Thinking about metacognition. [blog] January, 2013, Available at:

http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan

2013].

4. Williams, L. “In a Moment, But Not Yet. ” store.training-wheels.com/inmobutnotye.html

5. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

6. 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.

CTD Spring 2015 Weekly Workshop: How people learn

Education

Transcript of CTD Spring 2015 Weekly Workshop: How people learn