Houston Keynote Presentation 2012
-
Upload
terry-doyle -
Category
Documents
-
view
218 -
download
0
Transcript of Houston Keynote Presentation 2012
-
8/2/2019 Houston Keynote Presentation 2012
1/138
4/16/12
Enhancing Our Teaching by UnderstandingHow Our Students Learn
-
8/2/2019 Houston Keynote Presentation 2012
2/138
4/16/12
Slides available fordownload at:
www.learnercenteredteaching.wordpress.
University of Houston
Enhancing Our Teaching by
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/ -
8/2/2019 Houston Keynote Presentation 2012
3/138
4/16/12
What was Then
Guido Sarducci Five MinuteUniversity
-
8/2/2019 Houston Keynote Presentation 2012
4/138
4/16/12
2012 UnderstandingLearning
We have accumulated enoughknowledge about the mechanisms andmolecular underpinnings of cognition
at the synaptic and circuit levels to saysomething about which processescontribute (James Bibb of the University of Texas SouthwesternMedical Center)
-
8/2/2019 Houston Keynote Presentation 2012
5/138
4/16/12
What We Know about theBrain and Learning
What we know about the braincomes from biologist who study braintissue, experimental psychologist who
study behavior, cognitiveneuroscientist who study how the firstrelates to the second. (Medina, 2008).
-
8/2/2019 Houston Keynote Presentation 2012
6/138
-
8/2/2019 Houston Keynote Presentation 2012
7/138
4/16/12
Left Brain-Right Brain Myth
Individuals do differ in the way theythink through problems and reflect onthe world, but this has nothing to do
with different balances of powerbetween their hemispheres.
-
8/2/2019 Houston Keynote Presentation 2012
8/138
4/16/12
Left Brain-Right Brain Myth
"But boiling it down into a left brain
'logical' and right brain 'creative'approach does not follow from what wesee in how the brain operates.
It also suggests you could be usingone hemisphere more than the other
and that's not really how it works.
WRONG
-
8/2/2019 Houston Keynote Presentation 2012
9/138
4/16/12
Left Brain-Right Brain Myth
The two sides communicate witheach other and work together via acomplex wodge of neural cabling
known as the corpus callosum.
The two sides of the brains arecomplementary and work in concert.( Scott,2011)
-
8/2/2019 Houston Keynote Presentation 2012
10/138
4/16/12
We are Born to Learn
The brain was meant to explore andlearn
-
8/2/2019 Houston Keynote Presentation 2012
11/138
4/16/12
The Brains Needs
The brain needs to functioneffectively:
1. Exercise2. Sleep
3. Oxygen
4. Hydration
5. Food (glucose)
-
8/2/2019 Houston Keynote Presentation 2012
12/138
Learning in the Brain
Learning occurs
when anexperienceimposes a patternof activity ongroups of neurons.
The patterns alterthe cells
interconnections,
www.virtualgalen.com/.../ neurons-small.jpgNeuroscientist John
Castro
-
8/2/2019 Houston Keynote Presentation 2012
13/138
4/16/12
Teachers Definition ofLearning?
Learning is the ability to use informationafter significant periods of disuse
andit is the ability to use the information to
solve problems that arise in a contextdifferent (if only slightly) from the context
in which the information was originallytaught.
(Robert Bjork, Memories and Metamemories, 1994)
-
8/2/2019 Houston Keynote Presentation 2012
14/138
4/16/12
as c n ng rom ra nResearch as it Impacts
Human LearningIt is the one who
does the work whodoes the learning( Doyle ,2008).
-
8/2/2019 Houston Keynote Presentation 2012
15/138
4/16/12
Part One
Our Students Mindsets
-
8/2/2019 Houston Keynote Presentation 2012
16/138
4/16/12
Two Kinds of Mindsets
GrowthFixed
-
8/2/2019 Houston Keynote Presentation 2012
17/138
4/16/12
Growth Mindset
Students believe--
that your basic qualities are thingsyou can cultivate through yourefforts
They believe that a persons truepotential is unknown (and
unknowable);
-
8/2/2019 Houston Keynote Presentation 2012
18/138
4/16/12
Growth Mindset
Students with a growth mindset takelearning risks and view failure only asa message that they need to figure
out what they did wrong and workharder to improve.
-
8/2/2019 Houston Keynote Presentation 2012
19/138
4/16/12
Mindset-Fixed
In a fixed mindset students believethat intelligence is a fixed trait -- thatsome people have it and others don't
-- and that their intelligence isreflected in their performance (Dweck,2006).
-
8/2/2019 Houston Keynote Presentation 2012
20/138
4/16/12
Fixed Mindset
Fixed mindsets believe they eithershouldnt need to work hardto do well
orputting in the effort wont make any
difference in the outcome.
-
8/2/2019 Houston Keynote Presentation 2012
21/138
4/16/12
MindsetFixed VS. Growth
Intelligence is Intelligence
unchangeable. is malleable
and can be
improved.
-
8/2/2019 Houston Keynote Presentation 2012
22/138
4/16/12
MindsetFixed vs. Growth
Look smart. Desire to learn
is paramount.
-
8/2/2019 Houston Keynote Presentation 2012
23/138
4/16/12
MindsetFixed VS. Growth
Avoid challenges. Failure is seen
as an opportunityto learn.
Risks are necessaryfor growth.
-
8/2/2019 Houston Keynote Presentation 2012
24/138
4/16/12
MindsetFixed VS. Growth
Make excuses Effort is
and try to avoid necessary for
difficulties. growth and
success.
-
8/2/2019 Houston Keynote Presentation 2012
25/138
4/16/12
MindsetFixed VS. Growth
Criticism is taken Criticism is directed
personally. at their current
skills level.
Students know
they can improve.
-
8/2/2019 Houston Keynote Presentation 2012
26/138
4/16/12
Mindset and Intelligence
There is no relation betweenstudents' abilities or intelligence andthe development of a growth mindset.
A mindset is contextualnot held inall areas of learning.
-
8/2/2019 Houston Keynote Presentation 2012
27/138
4/16/12
Feedback and Mindset
Teachers should focus on students'efforts and strategies.
Praise their efforts or theirstrategies, not their intelligence.
-
8/2/2019 Houston Keynote Presentation 2012
28/138
4/16/12
Part Two
Teaching for
Long Term
Recall
-
8/2/2019 Houston Keynote Presentation 2012
29/138
4/16/12
We Use all our Senses
The traditional belief among neuroscientistshas been that the human senses operatelargely as independent systems.
However, mounting data suggestinteractions between vision, hearing, smell,touch and taste are the rule, rather than the
exception.
(Seitz, Kim & Shams, 2006)
enses rea e u p e
-
8/2/2019 Houston Keynote Presentation 2012
30/138
4/16/12
enses rea e u p ePathways for Learning and
MemoryMultisensory interactions may beexploited to render the processing ofsensory information more effective in
terms of encoding and learning as well(Seitz, Kim & Shams, 2006).
enses rea e u p e
-
8/2/2019 Houston Keynote Presentation 2012
31/138
4/16/12
enses rea e u p ePathways for Learning and
MemoryThe more senses used in learningand in practicing what has beenlearned the more pathways are
available for recall.
-
8/2/2019 Houston Keynote Presentation 2012
32/138
4/16/12
Multisensory Learning
Those in multisensory environmentsalways do better than those inunisensory environments. They have
more recall with better resolution thatlasts longer, evident even twentyyears later. (Medina, 2008).
-
8/2/2019 Houston Keynote Presentation 2012
33/138
4/16/12
A Multisensory LearningExperience
20 ounces of Coke
-
8/2/2019 Houston Keynote Presentation 2012
34/138
4/16/12
A Burger King Whopper andFries
40 +17 = 57grams offat
-
8/2/2019 Houston Keynote Presentation 2012
35/138
4/16/12
Sight and Touch in Learning
In a study done in 2003, learnerswere compared for their recall ofcorrect answers using the sense oftouch alone, sight alone and touchand sight combined. In the findings
below we can see once again theadvantage of a multisensoryapproach.
-
8/2/2019 Houston Keynote Presentation 2012
36/138
4/16/12
Smells and Learning
Proust Effect is the unusual ability ofsmell to enhance recall.
Best results when smells are
congruent with the situation.Medina, 2008, Brain Rules, p.212
-
8/2/2019 Houston Keynote Presentation 2012
37/138
4/16/12
Smell and Memory
The smell of roses delivered topeople's nostrils as they studied and,later, as they slept improved their
performance on a memory test byabout 13 percent.
The new study, published in TheJournal Science, was the first rigorous
test of the effect of odor on human
memory during sleep.
-
8/2/2019 Houston Keynote Presentation 2012
38/138
4/16/12
Smell and Memory
Re-exposure to the odor during slow-wave sleep (SWS) improved theretention of hippocampus-dependent
declarative memories.
(Rasch,Bchel,Gais and Born, 2007)
http://www.sciencemag.org/search?author1=Bj%C3%B6rn+Rasch&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Christian+B%C3%BCchel&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Steffen+Gais&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Jan+Born&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Jan+Born&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Steffen+Gais&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Christian+B%C3%BCchel&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Bj%C3%B6rn+Rasch&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Bj%C3%B6rn+Rasch&sortspec=date&submit=Submit -
8/2/2019 Houston Keynote Presentation 2012
39/138
4/16/12
Smell and Learning
In a study published in 2010, foundthat after a time delay, scent enhancesrecall of verbal information.
Scent-based retrieval cuespotentiate the facilitative effect ofpictures on recall as well.
-
8/2/2019 Houston Keynote Presentation 2012
40/138
4/16/12
Vision Trumps All
Vision trumps all other senses
-
8/2/2019 Houston Keynote Presentation 2012
41/138
4/16/12
Vision Trumps All
Text and oral presentations are notjust less efficient than pictures for
retaining information they are way less
efficient(Brain Rules p.234)
-
8/2/2019 Houston Keynote Presentation 2012
42/138
4/16/12
Vision Trumps All
Oral information has a recall ofabout 10% after 72 hours
Add a picture and the recallincreases to 65%
(Brain Rules, P.234)
-
8/2/2019 Houston Keynote Presentation 2012
43/138
4/16/12
192.107.108.56/.../m/murray_k/final/img004.jpg
192.107.108.56/.../m/murray_k/final/img004.jpg
Cramming
-
8/2/2019 Houston Keynote Presentation 2012
44/138
4/16/12
Cramming
The short-termadvantage
However, ifthe goal of
-
8/2/2019 Houston Keynote Presentation 2012
45/138
4/16/12
Cumulative Tests Work
These studies show that reviews ingeneral and cumulative tests inparticular lead to improved student
performance (Thomas Edmonds, 1984)
-
8/2/2019 Houston Keynote Presentation 2012
46/138
4/16/12
Using Cumulative Exams
If the intervening test includescorrect answer feedback, it is notsurprising that testing often improves
long-term retention (Cull, 2000; McDaniel & Fisher, 1991;Pashler, Cepeda, Wixted, & Rohrer, 2005);
.
-
8/2/2019 Houston Keynote Presentation 2012
47/138
-
8/2/2019 Houston Keynote Presentation 2012
48/138
4/16/12
Listen to the Music
Do you know the lyrics to songs that you did nottry to learn and do not want to know the lyrics to?
YES
-
8/2/2019 Houston Keynote Presentation 2012
49/138
4/16/12
Practice over Time
Practice, Use , Repetition, Review,Reflection or other meaningful wayswe engage with new learning over
time is a major key to its recall.
-
8/2/2019 Houston Keynote Presentation 2012
50/138
4/16/12
Review
Reviews may do more than simplyincrease the amount learned; theymay shift the learners attention away
from the verbatim details of thematerial being studies to its deeperconceptual structures(Dempster, 1986)
-
8/2/2019 Houston Keynote Presentation 2012
51/138
4/16/12
How to Use Review
Review is most effective when spreadout over timeevery few days ratherthan two reviews in the same day is
twice as effective and increases asthe frequency of review increases.(Dempster,1986)
-
8/2/2019 Houston Keynote Presentation 2012
52/138
4/16/12
Elaborations are the Key
For better or worse, our recollections arelargely at the mercy of our elaborations(DanielSchacter author of the Seven Sins of Memory)
Elaboration is a
-
8/2/2019 Houston Keynote Presentation 2012
53/138
4/16/12
Elaboration is aMajor Key to Recall
Step One. Accuracy
Step Two: Reflection
Step Three: Regular Review
Step Four: Mapping, Images,Charts
-
8/2/2019 Houston Keynote Presentation 2012
54/138
4/16/12
Keeping Memories
The best way to minimize memorydecay is to use elaborative rehearsalstrategies
Visualizing
Singing Writing
Semantic Mapping
-
8/2/2019 Houston Keynote Presentation 2012
55/138
4/16/12
Why Students Forget
Review helps to limit the 3 Sins ofMemory that commonly occur
among students.
1. Blocking information stored butcant be accessed (Schacter, 2001)
1. Misattribution attributing amemory to the wrong situation orsource (Zola, 2002)
1. Transience memory lost over time
-
8/2/2019 Houston Keynote Presentation 2012
56/138
4/16/12
Emotion and Memory
Emotional arousal organizes andcoordinates brain activity (Bloom, Beal &Kupfer 2003)
When the amygdala detectsemotions, it essentially boostsactivity in the areas of the brainthat form memories(S. Hamann & Emony, UN.)
-
8/2/2019 Houston Keynote Presentation 2012
57/138
4/16/12
Emotion and Memory
Emotional arousal appears toincrease the likelihood ofmemory consolidation during the
retention (storage) stage of memory.
A number of studies show that overtime, memories for neutral stimulidecrease but memories for arousingstimuli remain the same or improve(Lebar and Phelps, 1998).
http://en.wikipedia.org/wiki/Memory_consolidationhttp://en.wikipedia.org/wiki/Storage_(memory)http://en.wikipedia.org/wiki/Storage_(memory)http://en.wikipedia.org/wiki/Memory_consolidation -
8/2/2019 Houston Keynote Presentation 2012
58/138
4/16/12
Which of the followingslides would be easier to
recall after two weeks?
-
8/2/2019 Houston Keynote Presentation 2012
59/138
4/16/12
Slide One
upload.wikimedia.org/wikipedia/commons/thumb/...
-
8/2/2019 Houston Keynote Presentation 2012
60/138
4/16/12
Slide Two
www.operationsudan.org/images/darfur_child_st...
Multiple Senses with
-
8/2/2019 Houston Keynote Presentation 2012
61/138
4/16/12
Multiple Senses withEmotion
Powerful memories can becreated when using multiplesenses and emotion
Facilitating Students
-
8/2/2019 Houston Keynote Presentation 2012
62/138
4/16/12
Facilitating StudentsLearning
Facilitating Learning
-
8/2/2019 Houston Keynote Presentation 2012
63/138
4/16/12
Facilitating Learning
The greatest sign of success for ateacher . . . is to be able to say,The students are now working as if I did not
exist.
(Marie Montessori)
-
8/2/2019 Houston Keynote Presentation 2012
64/138
4/16/12
Why do We Love to Lecture?
-
8/2/2019 Houston Keynote Presentation 2012
65/138
4/16/12
Why do we love to lecture?
1. We worked very hard to learn thesubject(s).
-
8/2/2019 Houston Keynote Presentation 2012
66/138
4/16/12
Why do we love to lecture?
2. We know our students dont knowmost of what we have to tell them.
AND
We went into teaching to helpstudents learn our subject areas.
-
8/2/2019 Houston Keynote Presentation 2012
67/138
4/16/12
Why do we love to lecture?
3. We feel powerful when sharingour knowledgewe like to show off.
-
8/2/2019 Houston Keynote Presentation 2012
68/138
4/16/12
Why do we love to lecture?
4. Lecture is expedient.
-
8/2/2019 Houston Keynote Presentation 2012
69/138
4/16/12
Why do we love to lecture?
5. Lecture requires limited planning.
-
8/2/2019 Houston Keynote Presentation 2012
70/138
4/16/12
Why do we love to lecture?
6. We remain in control of thelearning process.
What are the drawbacks to
-
8/2/2019 Houston Keynote Presentation 2012
71/138
4/16/12
What are the drawbacks tolecture?
-
8/2/2019 Houston Keynote Presentation 2012
72/138
4/16/12
Drawbacks to Lecturing
1. Lecture when unisensory makesit a much less effective way to learn
than many other learning approaches.
-
8/2/2019 Houston Keynote Presentation 2012
73/138
4/16/12
Drawbacks to Lecturing
2. Requires extended attention forthe learner which is difficult for todayslearners.
b k i
-
8/2/2019 Houston Keynote Presentation 2012
74/138
4/16/12
Drawbacks to Lecturing
3. It is natural for humans todaydreamwe all do it all the time.
(Smallwood &Schooler, 2006)
b k i
-
8/2/2019 Houston Keynote Presentation 2012
75/138
4/16/12
Drawbacks to Lecturing
4. Students brains will begin tohabituate the sound of our voiceespecially if it is unmodulated
Encyclopedia of Educational Psychology, Volume 1, Salkind.
D b k L i
-
8/2/2019 Houston Keynote Presentation 2012
76/138
4/16/12
Drawbacks to Lecturing
5. Lecture doesnt cause the learnersto do much work.
Except multitasklistening and
taking notes which diminishes theprocessing time needed forcomprehension.
D b k L i
-
8/2/2019 Houston Keynote Presentation 2012
77/138
4/16/12
Drawbacks to Lecturing
6. No movement on the part of thelearners.
What does it mean to
-
8/2/2019 Houston Keynote Presentation 2012
78/138
4/16/12
What does it mean tofacilitate?
In education, it most often meanssupporting students in learning theircourse material by
1. Providing an environment forengagement.
What does it mean to
-
8/2/2019 Houston Keynote Presentation 2012
79/138
4/16/12
What does it mean tofacilitate?
2. Providing students a set ofresources such as questions, articles,research findings, problems, and/or
cases to engage with.
What does it mean to
-
8/2/2019 Houston Keynote Presentation 2012
80/138
4/16/12
What does it mean tofacilitate?
3. Using authentic assessment toolsthat provide our learners withmeaningful feedback that leads to
further learning.
F ilit ti i L d Skill
-
8/2/2019 Houston Keynote Presentation 2012
81/138
4/16/12
Facilitation is a Learned Skill
The skill of facilitation is somethingthat has to be learned.
Wh t d F ilit t D ?
-
8/2/2019 Houston Keynote Presentation 2012
82/138
4/16/12
What do Facilitators Do?
1. Initiate activities that get the fullparticipation of learners.
2. Cultivate shared responsibility for
the learning between the teacher andthe students.
Wh t d F ilit t D ?
-
8/2/2019 Houston Keynote Presentation 2012
83/138
4/16/12
What do Facilitators Do?
3. Effective facilitation also involvesthorough content knowledge.
This role ofteacher as expert doesnot change. What changes is how thisexpertise is used.
Planning Starts with
-
8/2/2019 Houston Keynote Presentation 2012
84/138
4/16/12
Planning Starts withLearning Outcomes
Four steps
1.
Who will be doing the learning?
2. When will the learning be
completed?
3. What will the students be able to do
Th Pl i P
-
8/2/2019 Houston Keynote Presentation 2012
85/138
4/16/12
The Planning Process
Question 1
What is the best use of my timeduring class to help studentssuccessfully reach the learningoutcome(s)?
Th Pl i P
-
8/2/2019 Houston Keynote Presentation 2012
86/138
4/16/12
The Planning Process
Question 2
What will my students do both inand out of class to reach the learning
outcome(s)?
The Planning Process
-
8/2/2019 Houston Keynote Presentation 2012
87/138
4/16/12
The Planning Process
Question 3
What resources will I need to providemy students so they can accomplish
this learning?
The Planning Process
-
8/2/2019 Houston Keynote Presentation 2012
88/138
4/16/12
The Planning Process
Question 4
What resources will my studentsneed to provide themselves so they
can reach the learning outcome(s)?
The Planning Process
-
8/2/2019 Houston Keynote Presentation 2012
89/138
4/16/12
The Planning Process
Question 5
How much time do I need toallocate to the various parts of theinstruction, practice, and feedback ofthis lesson?
The Planning Process
-
8/2/2019 Houston Keynote Presentation 2012
90/138
4/16/12
The Planning Process
Question 6
Will the students work alone, in
pairs, or in groups?
The Planning Process
-
8/2/2019 Houston Keynote Presentation 2012
91/138
4/16/12
The Planning Process
Question 7
How will I assess my students
learning?
Really Important Question!!!
-
8/2/2019 Houston Keynote Presentation 2012
92/138
4/16/12
Really Important Question!!!
Do students need feedback on whatthey did in class before tryingadditional activities like homework?
-
8/2/2019 Houston Keynote Presentation 2012
93/138
4/16/12
Now
What?
Assessing the Effectiveness
-
8/2/2019 Houston Keynote Presentation 2012
94/138
4/16/12
gof the Planning Process
Question 1.
What additional help do studentsneed to better understand the newmaterial or become more proficientwith the new skill?
Assessing the Effectiveness
-
8/2/2019 Houston Keynote Presentation 2012
95/138
4/16/12
gof the Planning Process
Question 2
What is the best way to deliver thishelp?
A. Teacher
B. PeersC. Tutoring
D. Media
Assessing the Effectiveness
-
8/2/2019 Houston Keynote Presentation 2012
96/138
4/16/12
gof the Planning Process
Question 3
What resources do students need tocontinue their learning?
Assessing the Effectiveness
-
8/2/2019 Houston Keynote Presentation 2012
97/138
4/16/12
gof the Planning Process
These questions can help us decidewhat practice, assignments, tutorials
etc. are most effective and keep out-of-class learning from becoming busywork.
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
98/138
4/16/12
Giving Feedback
Giving meaningful feedback thatpromotes improved learning is one ofthe greatest skills of an effective
facilitator of learning.
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
99/138
4/16/12
Giving Feedback
Feedback is the key to improvedlearning.
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
100/138
4/16/12
Giving Feedback
Quality feedback is the differencebetween all of the hard work andplanning that went into a great
teaching activity paying learningdividends and the teaching activitybeing just a great show.
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
101/138
4/16/12
Giving Feedback
The feedback process is mosteffective when both students andteachers are actively involved in the
process.Students often see feedback as the
sole domain of the teacher
(Taras, 2003).
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
102/138
4/16/12
Giving Feedback
Assessments should be designed sothat students can see the directbenefits of attending to the feedback.
Examples of Effective
-
8/2/2019 Houston Keynote Presentation 2012
103/138
4/16/12
Feedback Divide assignments into stages and
provide feedback that is essential tocompleting the next stage.
Give students a provisional gradewith opportunity to visit, discuss their
work, and potentially earn a highergrade using the feedback.
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
104/138
4/16/12
Giving Feedback
Give feedback that focuses more oninstruction rather than correction.
The message is how to improve.
(Hattie & Timperley, 2007)
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
105/138
4/16/12
Giving Feedback
Link feedback to the specificassessment criteria. A rubric is helpfulfor this step.
(Nicol & Draper, 2008)
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
106/138
4/16/12
Giving Feedback
Give feedback as soon as possibleonce students have made every effortto complete the task on their own
Giving Feedback
-
8/2/2019 Houston Keynote Presentation 2012
107/138
4/16/12
Giving Feedback
Use language that the students canunderstand and that relates directly tothe task and its improvement .
Focus on the effort and the strategyused.
Avoid references to theirintelligence.
Feedback that Students Can
-
8/2/2019 Houston Keynote Presentation 2012
108/138
4/16/12
Understand
Just as we want our students toconsider the reader when they are
writing, we must think of the receiverof the feedback when we aredelivering it.
Research on Feedback
-
8/2/2019 Houston Keynote Presentation 2012
109/138
4/16/12
Research on Feedback
The feedback needs to be veryspecific to the task and how the taskcan be improved.
Research shows that this type offeedback can have a significant effect
on learning enhancement.(Hattie &Timperley, 2007).
----------
Research on Feedback
-
8/2/2019 Houston Keynote Presentation 2012
110/138
4/16/12
Research on Feedback
Praise, reward, and punishment havelittle effect on improving learning.
Research on Feedback
-
8/2/2019 Houston Keynote Presentation 2012
111/138
4/16/12
Research on Feedback
Feedback should be related to thelearning outcomes.
The feedback should reduce the gapbetween current levels ofunderstanding and performance, and
the ultimate learning outcome. (Hattie &Timperley, 2007)
Patterns and Learning
-
8/2/2019 Houston Keynote Presentation 2012
112/138
4/16/12
Patterns and Learning
Patterns and Learning
-
8/2/2019 Houston Keynote Presentation 2012
113/138
4/16/12
Patterns and Learning
The brain is apattern seekingdevice that relates
whole concepts toone another andlooks forsimilarities,
differences, orrelationshipsbetween them.(Ratey, 2002, pg.5)
Sociology
Psycholo
gyAnthropology
-
8/2/2019 Houston Keynote Presentation 2012
114/138
4/16/12
Which of the followingslides is easier to
remember and WHY?
-
8/2/2019 Houston Keynote Presentation 2012
115/138
Click to edit Master subtitle style
4/16/12
SLIDE ONE
491580
Slide Two
-
8/2/2019 Houston Keynote Presentation 2012
116/138
4/16/12
Slide Two
(491) 580-2979
Slide One
-
8/2/2019 Houston Keynote Presentation 2012
117/138
4/16/12
S de O e
NRAFBINBCUSAMT
V
Slide Two
-
8/2/2019 Houston Keynote Presentation 2012
118/138
4/16/12
NRA NBC FBI USA
MTV
Familiar Patterns
-
8/2/2019 Houston Keynote Presentation 2012
119/138
4/16/12
Familiar Patterns
Clustering is used to organize relatedinformation into groups. Informationthat is categorized becomes easier toremember and recall.
In Teaching Reading
TopicMain Ideas-concepts,issues
Significant DetailsImportant ExamplesListsNames, Dates, Places
Terms, Definitions
Common Patterns forL i
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm -
8/2/2019 Houston Keynote Presentation 2012
120/138
4/16/12
Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
Teach your Students theP tt i th C
-
8/2/2019 Houston Keynote Presentation 2012
121/138
4/16/12
Patterns in the Course
Hierarchal-- Chemistry
Linear History, Math
Rank OrderBusiness
Pivot
Concepts-- Social Sciences
References/Bibliography
-
8/2/2019 Houston Keynote Presentation 2012
122/138
4/16/12
References/Bibliography
Barkley, Elizabeth F., K. PatriciaCross, & Clair Howell Major.Collaborative Learning Techniques: A
Handbook for College Faculty. Jossey-Bass, 2005.
Bonwell, Charles C.Active Learning:
Creating Excitement in theClassroom. Ashe-Eric HigherEducation Reports, 1991.
References/Bibliography
-
8/2/2019 Houston Keynote Presentation 2012
123/138
4/16/12
e e e ces/ b og ap y
Gagnon, George W. & Michelle Collay.Designing for Learning: Six Elementsin Constructivist Classrooms. Corwin
Press, 2000.
Gass, Michael A. Book of Metaphors.
Kendall/Hunt Publishing Company.1995.
References/Bibliography
-
8/2/2019 Houston Keynote Presentation 2012
124/138
4/16/12
/ g p y
Piskurich , George M. RapidInstructional Design: Learning ID Fastand Right. Jossey-Bass, 2000.
Piskurich, George M. (Ed), et al. TheASTD Handbook of Training Design
and Delivery. McGraw-Hill. 1999.
Progroff, Ira.At a Journal Workshop.
References/Bibliography
-
8/2/2019 Houston Keynote Presentation 2012
125/138
4/16/12
/ g p y
Thousand, Jacqueline S., Richard A.
Villa & Ann I. Nevin (Eds). Creativity
and Collaborative Learning: APractical Guide to EmpoweringStudents and Teachers. Paul H
Brookes Pub. 2001.
Ukens, Lorraine L.All Together Now!:
A Seriousl Fun Collection of Trainin
References
-
8/2/2019 Houston Keynote Presentation 2012
126/138
4/16/12
REFERENCES Anderson, L. W., &
Krathwohl, D. R. (Eds.).(2001).A taxonomy for
learning, teaching andassessing: A revision ofBloom's taxonomy of
References
-
8/2/2019 Houston Keynote Presentation 2012
127/138
4/16/12
Bligh, D. A. (2000). Whats the use oflectures? San Francisco, California:
Jossey-Bass.
Bloom, B. S., & Krathwohl, D. R.(1956). Taxonomy of educationalobjectives: The classification of
educational goals, by a committee ofcollege and university examiners.Handbook 1: Cognitive domain. New
York, New York: Longmans.
References
-
8/2/2019 Houston Keynote Presentation 2012
128/138
4/16/12
Crisp, B. (2007). Is it worth theeffort? How feedback influencesstudents subsequent submission of
assessable work.Assessment &Evaluation in Higher Education,32(5), 571-581.
Cull, W. (2000). Untangling thebenefits of multiple studyopportunities and repeated testingfor cued recall.Applied Cognitive
References
-
8/2/2019 Houston Keynote Presentation 2012
129/138
4/16/12
Ebbinghaus, H. (1913).A contributionto experimental psychology. New
York, New York: Teachers College,Columbia University.
Edwards, J., & Fraser, K. (1983).
Concept maps as reflections ofconceptual understanding. Researchin Science Education, 13, 19-26.
E Health MD 2011 What is AIDS?
References
-
8/2/2019 Houston Keynote Presentation 2012
130/138
4/16/12
Hart, P. (2006). How should collegesprepare students to succeed in
todays global economy? Retrieved
April 24, 2010, fromhttp://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdf
Hattie, J., & Timperley, H. (2007). Thepower of feedback. Review ofEducational Research, 77, 81-112.
Herrington J Oliver R & Reeves
References
-
8/2/2019 Houston Keynote Presentation 2012
131/138
4/16/12
Kerr, N.L. (1989). Illusions of efficacy:The effects of group size on
perceived efficacy in social
dilemmas.Journal of ExperimentalSocial Psychology, 25, 287-313.
Khatri, P., Blumenthal, J. A., Babyak,
M. A., Craighead, W. E., Herman, S.,Baldewicz, T., Madden, D. J., . . .Krishnan, K. R. (2001). Effects ofexercise training on cognitive
References
-
8/2/2019 Houston Keynote Presentation 2012
132/138
4/16/12
Lombardi, M. M. (2007). Authenticlearning for the 21st century: Anoverview. ELI Paper 1. Retrieved
November 5, 2010 fromhttp://www.educause.edu/ELI/AuthenticL
Lowinson, J., Ruiz, P., Millman, R., &
Langrod, J. (1997). Substance abuse:A comprehensive textbook(3rd ed.).Baltimore, Maryland: Williams &Wilkens.
References
http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769 -
8/2/2019 Houston Keynote Presentation 2012
133/138
4/16/12
McKeachie, W. (1994). Teaching tips:Strategies, research, and theory forcollege and university teachers (9th
ed.). Lexington, Massachusetts: DCHeath.
McKeachie, W. J. (1978). Teaching
tips: A guidebook for the beginningcollege teacher, (7th ed.). Lexington,Massachusetts: Heath.
McKenzie J (1999) Scaffolding for
References
-
8/2/2019 Houston Keynote Presentation 2012
134/138
4/16/12
North Central Regional EducationLaboratory. (2011). Traits of
Authentic Education. Retrieved
October 14, 2010 fromwww.ncrel.org/sdrs/areas/issues/content
Novak, J. D. (1990). Concept mapsand vee diagrams: Twometacognitive tools for science andmathematics education. Instructional
References
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htmhttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm -
8/2/2019 Houston Keynote Presentation 2012
135/138
4/16/12
Ribeiro, S., Gervasoni, D., Soares, E.S., Zhou, Y., Lin, S. C., Pantoja, J.,Lavine, M., Nicolelis, M. A. (2004).
Long-lasting novelty-inducedneuronal reverberation during slow-wave sleep in multiple forebrainareas. PLoS Biology,2(1): e24.
doi:10.1371/journal.pbio.0020024. Ribeiro, S. (2004). Sleeper effects:
Slumber may fortify memory, stir
References
http://www.sciencenews.org/view/issue/id/4651/title/January_24th,_2004;_Vol.165_#4http://www.sciencenews.org/view/issue/id/4651/title/January_24th,_2004;_Vol.165_#4 -
8/2/2019 Houston Keynote Presentation 2012
136/138
4/16/12
Soanes, C., Stevenson, A., & Hawker,S. (2006). Concise Oxford Englishdictionary (computer software) (11th
ed.). Oxford University Press. Entrymnemonic.
Spiller, D. (2009).Assessment:
Feedback to promote studentlearning. Retrieved Nov 1, 2010 fromhttp://www.docstoc.com/docs/24436889/Assessment-Feedback-to-
References
-
8/2/2019 Houston Keynote Presentation 2012
137/138
4/16/12
Underwood, B. J., & Postman, L.(1960). Extra-experimental sourcesof interference in forgetting.
Psychological Review, 67, 73-95. Voss, J., Gonsalves, B., Federmeier,
K., Tranel, D., & Cohen, Neal. (2010).
Hippocampal brain-networkcoordination during volitionalexploratory behavior enhanceslearning.Nature Neuroscience. doi:
http://dx.doi.org/10.1038/nn.2693 -
8/2/2019 Houston Keynote Presentation 2012
138/138
The End