San Jan Workshop

8/14/2019 San Jan Workshop

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Helping Students Learn in a LearnerCentered Environment- What Neuroscience

has to Teach Us.

Developed by Professor Terry DoyleFerris State University



Slides available fordownload at:

•

•

www.learnercenteredteaching.com

Facilitating Learning in a LearnerCentered Environment- What Current

Research has to Teach Us.

http://www.learnercenteredteaching.com/

http://www.learnercenteredteaching.com/



Presentation Outcomes

By the end of the presentationparticipants will:

1. Have a better understanding of

how to help students learn inharmony with their brains

2.Have developed news ideas forhow to let our students do the work.



Workshop Outcomes

3. Have developed new ways of using information patterns to enhanceyour students' learning

4. Have developed new ways to helpstudents recall course content

5. Have developed new ways to usemultisensory approaches to teaching

and learning



Critical Thinking

• The ability to think critically is greatlyenhanced when people aremaximizing their brains’ learning

abilities.



The Role of a Facilitator

• 1. Must have aclearunderstanding of

how students’learn in generaland specificunderstanding of

which skills andstrategies mightbest helpstudents to learn

their course



Reason to Teach Students How to Learn

• The meaning of knowing has shiftedfrom being able to remember andrepeat information to being able tofind and use it.

• The goal of education is betterconceived as helping studentsdevelop the intellectual tools and

learning strategies needed to acquirethe knowledge necessary to think productively.

• Nobel Laureate Herbert Simon 1996



Reason to Teach Students How to Learn

• If our students do notunderstand the learningprocess, the chief engine of

education—they are not goingto learn very much in ourcourses no matter what we do.

(L. Gardiner 1994 Redesigning Higher Education: Producing Dramatic

Gains in Student Learning)



• One of the mostvaluableactions wecould take toimprovelearning— andthus theproductivity of

both our studentsand ourinstitutions—would be to

teach ourstudents how

R e a so n to Te a ch S tu d e n ts H o w to

Learn




2. Facilitatorsare planners of

learning. A. what content

is mostimportant for

students to know



What is the optimal learning outcome of anycourse?

What would make us happy (from all

that we taught—the skills, content andbehaviors) that our students remembered

and could use six months to a year afterthey finished our class?

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• B. What skills andstrategies dostudents need to

learn and will Ineed to teachthem these skillsand strategies

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Learning How to Learn includes all of the followingareas.

• Ways of organizing information

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• Ways of comprehending information

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• Ways of recalling information

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• Ways of finding sources of information

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• Ways of thinking about information



Different Skills for DifferentCourses

• Math

•

•

• Chemistry

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• Biology

• Physics

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• EnglishComposition

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• Sociology




• C. What is the bestuse of my time inthe classroom?

–

1. givingfeedback

– 2. givinginstruction

–

3. working oneto one

– 4. observinglearningactivities

– 5. engaging




• D. Designer of learning activitiesthat allow the

students to dothe work.




• F. Develop systemsfor givingstudents

ongoing,meaningfulfeedback thatrequires the

students to dosomething withthe feedback



The Definition of Learning

•

• Learning is achange in theneuron-patterns of thebrain.

(Ratey, 2002)

. . /.../ - .www virtualgalen com neurons small jpg

San Jan Workshop

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