HOW DO PEOPLE LEARN?
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Transcript of HOW DO PEOPLE LEARN?
Mennin Consulting, 2006
HOW DO PEOPLE LEARN?
•Contemporary Principles & Concepts Applied to Medical Education
The meaning of knowing has shifted from being able to
remember and repeat information to being able to
find and use it
Herbert Simon, 1966
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LEARNING: Past - Present - Future
•Early 20th century•3 Rs
•End of 20th century•Read critically•Clear self expression•Solve complex problems
•Early 21st century•Knowledge management•Sustainable learning
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OBJECTIVES
• Describe the basic paradigm of how people learn
• Match teaching-learning methods & techniques to your context & learning objectives
• Describe & apply 3-4 methods - techniques to activate learning
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CYC: HOW DO PEOPLE LEARN?
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“Nobody tells productions when to act; they wait until conditions are ripe and then activate themselves. By contrast, chefs in the other kitchens merely follow orders. Turing units are nominated by their predecessors, von Neurmann operations are all prescheduled, and LISP functions are invoked by other functions. Production system teamwork is more laissez-faire: each production acts on its own, when and where its private conditions are satisfied. There is no central control, and individual productions never directly interact. All communication and influence is via patterns in the common workspace – like anonymous “to whom it may concern” notices on a public bulletin boards”
(Haugeland, 1985 in Schmidt, 1993)
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Memorize this Text
A newspaper is better than a magazine. A seashore is a better place than the street. At first, it is better to run than to walk. You may have to try several times. It takes some skills but it’s easy to learn. Even young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close. Rain, however, soaks very fast. Too many people doing the same thing can also cause problems. One needs lots of room. If there are no complications, it can be very peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second change.
Bransford & Johnson, 1972 in Schmidt, 1993.
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Knowledge is Decentralized & Linked to Stimulus & Context
• Dog Bike• Bird School• Chair Flower• Man House• Genoa ESME
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Context & Remembering Experiment
•Water - Land •Land - Water•Water - Water•Land - Land
Duncan Godden and Alan Baddeley (1975)
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Context & Remembering
Duncan Godden and Alan Baddeley (1975)
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LEARNING WITH UNDERSTANDING
1. Read & text + Lecture
2. Did not read text, actively compared data + lecture
3. 2x time working with data + no lecture
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PRE-EXISTING KNOWLEDGE
FOCUS ON PROCESS OF KNOWING• History shapes receptivity to
information• New knowledge merges with pre-
existing knowledge in multiple networks
• Teachers need to know and activate students’ history (knowing)
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LESSONS FROM COGNITIVE PSYCHOLOGY
• Problem solving is context bound
• Data collection is influenced by questions being entertained
• Context influences understanding & remembering
• Timely feedback improves transfer of information
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LEARNING WITH UNDERSTANDING
•Expert problem solving requires rich body of knowledge
•Beyond memory•Usable•Connected•Organized around concepts
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LEARNING WITH UNDERSTANDING
• Takes time• Reorganize understanding with new
information• Test for understanding• Disconnected facts not sufficient
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Memory and Expertise
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Bizarre Position
•Experts’ command of concepts shapes understanding of new information•Patterns, Relationships, Discrepancies•Extract meaning better than novices•Select and remember relevant information better
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ORGANIZATION OF KNOWLEDGE
• Core concepts and ideas• Experts – use principles• Novices – use surface features• Effortless recall of information
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A SIMPLE MODEL OF COMPETENCE
Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7.
Knows
Shows how
Knows how
Does
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Written, Oral orComputer based assessment
Performance or hands on assessment
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META ~ COGNITION(REFLECTION)
META•Changed in position or form•Altered -- Transposed•Going Beyond, higher•Substitutions in the 1,3 position in a benzene ring
COGNITION•The process of knowing in the broadest sense, including perception, memory, & judgment
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REFLECTION (METACOGNITION)(Adaptive Expertise)
•Monitor own understanding •Identify new information for understanding•Consistent with what is known?•Analogies to advance understanding•Metaphors
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IMPLICATIONS FOR TEACHERS
•Actively inquire into students’ thinking
•Create situations to reveal thinking
•Build on their understanding
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CHARACTERISTICS OF LEARNING AND TRANSFER
• All new learning involves connecting to previous learning
• Abstractions help – simile; metaphor• Learning is an active process
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CHARACTERISTICS OF LEARNING AND TRANSFER
• Time to learn• Deliberate practice
• Importance of feedback in learning• Contrasting cases- “what if…”
• Context• Active approaches to ‘transfer’ ‘level
jumping’
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IMPLICATIONS FOR TEACHING
• Promote reciprocal teaching• Explicate-Elaborate-Monitor
• Content expertise pedagogical expertise
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LEARNING FOR UNDERSTANDING
• Adequate time• Deliberate practice with
metacognition (reflection)• Feedback about understanding• Compare & contrast
• What if…
• Elaboration, Variable Iteration
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THREE TECHNIQUES
• Draw out and work with pre-existing understanding
• In-depth teaching, multiple examples• Reflection on and in action
(metacognition) in specific subject areas
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TEACHING TECHNIQUES(Making Understanding Visible)
• Consult your colleague• Reciprocal teaching• Polling the class• Frequent formative assessments
• Tap into understanding
• In-depth vs. superficial teaching• Prototypes
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TEACHING TECHNIQUES(Making Understanding Visible)
• Develop expertise in how students learn your subject
• Develop pedagogical expertise• In-depth assessment• Emphasize metacognition
(reflection)
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TEACHING TECHNIQUESFEEDBACK
• Timely• Constructive• Mutually agreed• Results in a plan• Supportive• “I” & “You” messages
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Knowledge is Decentralized & Linked to Stimulus & Context
•Dog•Bird•Chair•Man •Genoa
•Bike•School•Flower•House•ESME
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WHAT WILL YOU DO?NEXT STEPS
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PLUS DELTA
Key Concepts +
Role of pre-existing knowledge
Context & learning
Reflection Metacognition
Match methods your context
Teaching techniques
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OBJECTIVES
• Describe the basic paradigm of how people learn
• Match teaching-learning methods & techniques to your context & learning objectives
• Describe & apply 3-4 methods - techniques to activate learning
Mennin Consulting, 2006
Additional Resources
• http://hsc.unm.edu/som/TED• www.menninconsulting.com• How People Learn: Brain, Mind,
Experience and School (2000) http://www.nap.edu/books/0309070368/html/
• BEME bibliography http://www.bemecollaboration.org/bemebibl.htm
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Additional Resources
• Dent & Harden (eds) (2006). A Practical Guide for Medical Teachers. Edinburgh, Elsevier.
• L. Dee Fink (2000). Creating Significant Learning Experiences: an integrated approach to designing college courses. San Francisco, Jossey-Bass.
• Bransford & Johnson (1972) Journal of verbal Learning and Verbal Behavior 11: 717-726