National Science Foundation PD Led Workshops – Session B: Transforming Undergraduate Education in...
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Transcript of National Science Foundation PD Led Workshops – Session B: Transforming Undergraduate Education in...
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PD Led Workshops – Session B:Transforming Undergraduate
Educationin
EngineeringLouis EverettSusan FingerDon Millard
Russ PimmelJanis Terpenny
Zhanjing (John) Yu0
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AGENDA• These are good things
– Research based methods– Theoretical foundations
• BUT … what does this mean?– Research is extensive, technical, out of
reach of some practitioners• Enter the National Academies
– They understand our problem– “How People Learn”
• Today we will walk you through a small piece of this work
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ACTIVITY 1• As an individual, take 1 minute to list a few
research findings on how people learn• Form a team of those at your table and in your
team– Take 5 minutes to introduce yourselves– Take 5 minutes to create a list of research
findings related to how people learn– Report back
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Key Findings• Students come with preconceptions
– If initial understanding is ignored• may fail to grasp new concepts and
information • may “memorize” for a test but revert outside
class• To develop competence one must have:
– A deep foundation of knowledge (large data set)– A conceptual framework for facts (interrelate
ideas)– An organizational structure for retrieval (ready
access)• Students should think about their thinking
– “Metacognitive” skills help students control learning
– Students should define learning goals and monitor progress
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Time Out!• For 3 minutes, as a team, find a suitable
definition for
METACOGNITION
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ACTIVITY 2• As an individual, take 1 minute to list key teaching
strategies for accommodating how people learn• As a team
– For 5 minutes, list as many pedagogies (a.k.a. Correct instructional strategies) that address these findings• Preconceptions• Deep information• Conceptual framework• Organization• Metacognition
– Report out35
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Teaching Implications
• Teachers must draw out pre-existing concepts – Be familiar with predictable preconceptions– Recognize and draw out unpredicted
preconceptions– Work WITH preconceptions so students
• Build on them, • Challenge them,• Replace faulty concepts
• Use formative assessment to make students aware of their thinking
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Teaching Implications 2• Teach fewer topics in greater depth
– (less is more)• Provide many examples of the concept
– (practice)• Teachers must also be in-depth learners
– (model behavior)• Assessment must test deep understanding
– may require new methods• Develop independent learners
– teach metacognitive skills integrated into the curriculum
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ACTIVITY 3• Consider a current course or project• For 3 minutes, list current or potential
activities that address these teaching pedagogies:– Identifying and working through
preconceptions– Creating formative assessments– Covering less but in more depth– Developing metacognitive skills
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ACTIVITY 4 - Summarize• For the same project spend 5 minutes to:
– Create a list of activities you can do to:• Disseminate (get others to use) the ideas
where you are strong• Strengthen your areas of weakness
– List ideas you can share
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Other Topics From How People Learn
• How experts differ from novices• Learning and transfer• Mind and brain• Designing Learning environments• Teacher learning• Technology• …
J. D. Bransford, A. Brown, and R. Cocking. How people learn: Mind, brain, experience, and school. Washington, DC: National Research Council, 1999.
Available from many sources from $15.8058
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Conclusions• Please reflect on what you have heard
(learned?)• Share your reflections (criticism praise) with
us.
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Use of Technology• Help bring exciting curricula based on real-
world problems into the classroom• Provide scaffolding and tools to enhance
learning• Give students and teachers opportunities for
feedback, reflection, and revision• Build local/global communities that include
teachers, administrators, students, parents, practicing engineers/scientists
• Expand opportunities for teacher learning