How People Learn - Eleanor Roosevelt College
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HOW PEOPLE LEARN
Peter Newbury Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
YOU CAN HELP
Monday, February 4, 2013Eleanor Roosevelt College
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2 How People Learn - ERC
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Evidence-based teaching
How People Learn - ERC3
We know How People Learn.1
There is research that informs us. Let’s exploit the patterns of learning to make instruction more effective.
1. National Research Council. 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, 2000.
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The traditional lecture is based on the transmissionist learning model
How People Learn - ERC4 (Image by um.dentistry on flickr CC)
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How People Learn - ERC
Scientifically Outdated, a Known Failure
5
We must abandon the tabula rasa “blank slate” and
“students as empty vessels” models of teaching and
learning.
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How People Learn - ERC
Let’s have a learning experience…
6
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7
Here is an important new number system. Please learn it.
How People Learn - ERC
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
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8
Test
How People Learn - ERC
What is this number?
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9
New Number System
How People Learn - ERC
Here’s the structure of the “tic-tac-toe” code:
1 2 3
4 5 6
7 8 9
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10
Test
How People Learn - ERC
What is this number?
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How People Learn - ERC
Constructivist theory of learning
11
New learning is based on pre-existing knowledge that you hold.
You store things in long term memory through a set of connections that are made with previous existing memories.
Higher-level learning = brain development
Physical changes occur inyour brain when you learn.
T.J. Shors, “Saving New Brain Cells”
Sci. Amer. 300, 46-54 (March 2009).
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How People Learn - ERC12
What are the patterns of how people learn?
How do we use them?
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How People Learn - ERC
Key Finding 1
13
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 – Chapter 1, p 14.Instructors
must draw out students’ pre-
existing understandings
.
Instruction must be student-centered.
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How People Learn - ERC14
Learning requires (good) interaction
E.E. Prather, A.L. Rudolph, G. Brissenden and W.M. Schlingman, “A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction,” Am. J. Phys 66, 64-74 (1998).
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How People Learn - ERC15
Learning requires (good) interaction
E.E. Prather, A.L. Rudolph, G. Brissenden and W.M. Schlingman, “A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction,” Am. J. Phys 66, 64-74 (1998).
% of class time NOT lecturing
Learning gain:
pre-test0
100%
post-test
0.50
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How People Learn - ERC16
Learning requires (good) interaction
E.E. Prather, A.L. Rudolph, G. Brissenden and W.M. Schlingman, “A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction,” Am. J. Phys 66, 64-74 (1998).
1 2
3 4
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How People Learn - ERC
Key Finding 2
17
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.
How People Learn – Chapter 1, p 16.
These are characteristics
of
expertize.
There’s another…
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How People Learn - ERC
Key Finding 3
18
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. How People Learn – Chapter 1, p 18.
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Aside: metacognition
How People Learn - ERC19
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.
(Flavell1,2, 1976, p. 232)
1. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.2. Brame, C. (2013) Thinking about metacognition. [blog] January, 2013, Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan 2013].
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How People Learn - ERC
Key Finding 3
20
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. How People Learn – Chapter 1, p 18.
Instructors need to provide opportunities for
students to practice being metacognitive –
thinking about their own thinking
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Development of Mastery
How People Learn - ERC21
conscious
unconscious
incompetent competent
Level of Expertise
Behavio
r
Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.
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Development of Mastery
How People Learn - ERC22
incompetent competent
Level of Expertise
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Development of Mastery
How People Learn - ERC23
conscious
unconscious
adikko.deviantart.com
Behavio
r
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Development of Mastery
How People Learn - ERC24
conscious
unconscious
incompetent competent
Level of Expertise
Behavio
r
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Development of Mastery
How People Learn - ERC25
conscious
unconscious
incompetent competent
1
Level of Expertise
Behavio
r
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Development of Mastery
How People Learn - ERC26
conscious
unconscious
incompetent competent
1
2
Level of Expertise
Behavio
r
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Development of Mastery
How People Learn - ERC27
conscious
unconscious
incompetent competent
1
2 3
Level of Expertise
Behavio
r
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Development of Mastery
How People Learn - ERC28
conscious
unconscious
incompetent competent
1
2 3
4
Level of Expertise
Behavio
r
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Why Your Students Don’t Understand You
How People Learn - ERC29
Expert brains differ from novice brains because novices: Lack rich, networked connections, cannot
make inferences Have preconceptions that distract or
confuse Lack automization, resulting in cognitive
overload
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Development of Mastery
How People Learn - ERC30
conscious
unconscious
incompetent competent
1
2 3
4
Level of Expertise
Behavio
r
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How People Learn - ERC31
student-centered instruction
listening
interacting
engaged
learning
traditional lecture
listening
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How People Learn - ERC32
student-centered instruction
listening
interacting
engaged
learningpeer instruction w clickersworksheetsvideosinteractive demonstrationssurveys of opinionsreading quizzesdiscussions
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Evolution of the Solar System
How People Learn - ERC33
Today, we’ve been learning about the formation of the Solar System.
Just like a geologist studies the exposed layers on a cliff-face, we study landforms on other planets and moons to find the chronology (sequence) of processes.
(Image: NASA)
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How People Learn - ERC34
Clicker question
Are features X and Y ridges or valleys?A) X=ridge,
Y=valleyB) X=valley,
Y=ridgeC) both are ridgesD) both are valleys
X
Y
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How People Learn - ERC35
Archimedes’ PrincipleIn today’s Physics class, we’re going to study buoyancy and Archimedes’ Principle.
(Image: Wikimedia Commons – public domain)
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Clicker question
How People Learn - ERC36
An ice cube is floating in a glass of waterthat is filled entirely to the brim. As the icecube melts, the water level will
A) stay the same, remain at the brim.B) rise, causing the water to spill.C) fall to a level below the brim.D) cannot say without knowing the density
of ice.
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How People Learn - ERC
Typical episode of peer instruction
37
Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-
challengingmultiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers, colored/ABCD voting cards,...
4. The instructor reacts, based on the distribution of votes.
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How People Learn - ERC38
In effective peer instruction students teach each other immediately,
while they may still hold or remembertheir novice misconceptions
students discuss the concepts in theirown (novice) language
the instructor finds out what the students know (and don’t know) and reacts
students learn and practice how to think, communicate like experts
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How People Learn - ERC39
Effective peer instruction takes timeFive minutes of peer instruction every 15 minutes means 25% of class time is spent on interactive, students-centered instruction.
Where does that time come from?
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How People Learn - ERC40
Traditional classroom
first exposure to material is in class, content is transmitted from instructor to student
learning occurs later when student struggles alone to complete homework, essay, project
learn easy stuff
together
learn hard stuff alone
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How People Learn - ERC41
Flipped classroom
student learns easy content at home: definitions, basis skills, simple examples. Frees up class time for...
students come to class prepared to tackle challenging concepts in class, with immediate feedback from peers, instructor
learn hard stuff
together
learn easy stuff alone
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(Image: Eleanor Roosevelt College by NPTang on flickr CC)
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How People Learn - ERC43
ERC Orientation – Flip it! don’t waste your precious time and
students’ enthusiasm by covering details available online
make them read it before the Orientation incentives! swag for bringing completed
quiz? spend your time together unwrapping
what’s important to ERC why are the rules this way? what if you break [the most important
rule] who wants to do activities X, Y, Z? Why?
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How People Learn - ERC
How People Learn
44
Learning is not aboutwhat instructors do.
It’s about what students do!
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How People Learn - ERC
How People Learn
45
Learning is not aboutwhat instructors do.
It’s about what students do!
Students will not learn (just) by listening
to the instructor explain.