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Teaching Tips:
Small things with Large effects
(Extracts from a Noyce add-on class)
Paul HeidemanCollege of William & Mary
7 July 2011NSF Noyce Conference, Washington DC
THE “NOTES” section of this PowerPoint has explanatory text.
From: a one-credit Noyce Add-on class
“How Students Learn” (Biology 455)
Format: - Readings,- Discussion- In-class exercises
Why
Metacognition (understanding one’s own learning)
may help students be better self-teachers and learners
Metacognition (understanding one’s own learning)
may help students be better as self-teachers and learners
Potentially true for:- Noyce Scholars &- their students
Why
1. Can a child learn addition if they do not have fluent recall with understanding of the concepts of numbers 1 to 5, +, and = ?
(in other words, if they memorize that 1 + 1 = 2, and 2 + 2 = 4, but do not understand the concept of 1, 2, +, =, or 4?)
Yes/no because…
2. Can a student learn genetics if they do not have fluent recall with understanding of the concepts of allele, gene, genotype, and phenotype?
Why
Yes/no because…
Workshop Exercise 1
1. Can a child learn addition if they do not have fluent recall with understanding of the concepts of numbers 1 through 5?
(in other words, if they memorize that 1 + 1 = 2, and 2 + 2 = 4, but do not understand the concept of 1, 2, +, =, or 4?)
2. Can a student learn genetics if they do not have fluent recall with understanding of the concepts of allele, gene, genotype, and phenotype?
Why
Most of my college freshmen respond:‘yes, if the student can answer questions correctly’
Ex. 1
Why
Learn the following:
Tribnagtion occurs in snignups whenever the grulton is skortenated.
Exercise 2
Why
Learn the following:
Tribnagtion occurs in snignups whenever the grulton is skortenated.
Catch my eyes when you have this memorized
Exercise 2
Why
Learn the following:
Tribnagtion occurs in snignups whenever the grulton is skortenated.
Exam question (choose the correct answer)
13. Tribnagtion occurs:
(a) in grultons whenever the snignup is skortenated.
(b) in snignups whenever the grulton is skortenated.
(c) in skortens whenever the snignup is grultoned.
(d) NONE of the above is a correct situation for tribnagtion.
Exercise 2
Why
This is an in-class exercise to get us (my class) thinking about learning.
Ex. 1
Learn the following:
Tribnagtion occurs in snignups whenever the grulton is skortenated.
Exam question (choose the correct answer)
13. Tribnagtion occurs:
(a) in grultons whenever the snignup is skortenated.
(b) in snignups whenever the grulton is skortenated.
(c) in skortens whenever the snignup is grultoned.
(d) NONE of the above is a correct situation for tribnagtion.
Learning is fluent recall with understanding
Redrawn from “Fish is Fish” by Lionni, 1970
(a “Fish-understanding” of learning)
Figure 1.2
Learning is fluent recall with understanding
(a “Fish-understanding” of learning)
Metacognition• Thinking about how you think
Concept for students
Metacognition• Thinking about how you think• Thinking about your own learning & • Understanding your own learning
Concept for students
Metacognition• Thinking about how you think• Thinking about your own learning • Understanding your own learning
…and because division is non-commutative, you
know that X … afdkjaskdfjalskfd
! ?
! ?
Concept for students
How do you know that you have learned …(fluent recall with understanding)
Learning Workshop Exercise 2
How do you know that you have learned … (fluent recall with understanding)
Addition, but not
Tribnagtion (which as you know, will occur in snignups whenever the grulton is skortenated.)
an in-class exercise to get us (my class) thinking about learning.
Learning Workshop Exercise 2
Stages of memory (or types of memory/kinds of memory)
• Recognition memory (know it if you see it)
Learning Workshop Exercise 3
Stages of memory (or types of memory/kinds of memory)
• Recognition memory (know it if you see it)• Effortful recall (slowly, with concentration, from a trigger word)
Learning Workshop Exercise 3
Stages of memory (or types of memory/kinds of memory)
• Recognition memory (know it if you see it)• Effortful recall (slowly, with concentration, from a trigger word)• Fluent recall (easily from a trigger word)• Automatic recall (without trying)
Learning Workshop Exercise 3
Stages of memory (or types of memory/kinds of memory)
• Recognition memory (know it if you see it)• Effortful recall (slowly, with concentration, from a trigger word)• Fluent recall (easily from a trigger word)• Automatic recall (without trying)
Learning Workshop Exercise 3
Stages of memory• Recognition memory• Effortful recall• Fluent recall• Automatic recall
Learning Workshop Exercise 3
(A)Write down at least four things you have learned, at least one from each kind of memory.
(When you have the four things, explain to your neighbor how you know which category of memory you have for each.)
Chunking Workshop Exercise 4
Try to sketch both
Chunking Workshop Exercise 4
Working Memory: 7 spaces (30 seconds)
Working Memory & Chunks Concept for students
Working Memory: 7 spaces (30 seconds)
Working Memory & Chunks
One chunk (one space)
Concept for students
Working Memory: 7 spaces (30 seconds)
Working Memory & Chunks
One chunk (one space)
Three chunks (three spaces)
Concept for students
Working memory capacity Workshop Exercise 5
Working memory capacity Workshop Exercise 6
Working memory capacity Workshop Exercise 6
Working memory capacity Workshop Exercise 5
Working Memory
Working Memory
Excess Cognitive Load
Excess cognitive
load
Workshop Exercise
7
Know this figure for the exam
Information Reduction Workshop Exercise 8
AXYITGMOVWTUSXFLearn:
Information Reduction Workshop Exercise 8
AXYITGMOVWTUSXF
AX
Information Reduction Workshop Exercise 8
AXYITGMOVWTUSXF
AX – YITGMO
AX – YITGMO
Information Reduction Workshop Exercise 8
AXYITGMOVWTUSXF
AX – YITGMO – VW - TUSXF
AX YITGMO VW TUSXF
. ... .....
GnRH
EEE
M
E
Neg Feedback,result less GnRH
(Less LH & FSH, but more LH & FSH receptors on oocyte & on support cells)
Pos Feedback,Surge of LH! (& FSH)high E stim Sex Behav
High LH Surge - Cells separate- Mature oocyte oozes free
EEE
CG
P
Terms (for a folded list)
GnRH (master H)
Neg Feedback Inhibition
Pituitary ‘Portal’ Blood vessels
Pos Feedback
Anterior Pituitary
Gametogenesis
Follicle Stimulating Horm. (FSH)
Luteinizing Horm. (LH)Sex Steroid Secretion
FollicleOocyteSupport cells
M - Mature oocyte
Ovulation
Corpus Luteum (CL)
Progesterone
Estrogen
Chorionic Gonadotropin
Receptors (for GnRH, LH, FSH, E, P, & CG)
Oviduct (Fallopian Tube)Uterus (& Uterine lining)
P
Embryo!Get ready!
LH FSH
ovum
Too big to be a good minute sketch; needsto be separated into about 4 (or more) sketches: 1. GnRH to LH & FSH to gametogen. & E secr.
& stim Ut lining2. E negative & positive feedback on GnRH; &
neg. feedback prevents new follicle growth3. Pos feedback to GnRH & LH surge to cause
ovulation & sex behavior4. Emb. secr. CG to Corpus luteum & P secr. &
maintenance of Ut. Lining & P neg feedback suppresses follicle growth (and when no P, then reabsorb/lose cells of Ut. Lining)
If Neg Feedback from E or P,then lower GnRH so lower FSH,So no new follicles develop!
CL
You might be able to use this sketch along with ‘retrieval practice’ to get it all into fluent recall with understanding
E
Developing egg cell (oocyte cell)
Support cells for egg
Estrogen from support cellsE
Information Reduction Workshop Exercise 9
Information Reduction Workshop Exercise 9
(In-class exercises: have students bring something they need to master from another class, and practice information reduction)
Your confusing text or figure here
Applying Information Reduction
Confused by content?
Close my eyes—can I hold it in my head?
No?
Yes?
I need smaller chunks
Information reduction (to chunks I know)
A different problem(consider: failure of
fluent recall with understanding?)
Minute Sketching Workshop Exercise 10
Objective: develop a sketch to represent any new chunk
From any text or diagram,
1. List the important terms or events for the new chunk
(each item on the list must be a chunk you already know)
2. Make a trial sketch or diagram that includes every term or thing on your list. Redraw to improve your sketch, keeping it as simple as possible
3. Check your sketch: can you (a) hold it easily in your mind with your eyes closed, and (b) can you sketch it (with practice) in less than a minute?
(if not, then separate it into two or more sketches)
4. Test your understanding with “What if…” questions.
Minute Sketching Workshop Exercise 8
Nitrogen Cycle. Convert into one or more minute sketches
Important Information for Students
Developing improved learning skills is like learning a sport, or dance, a new computer game, or a musical instrument.
At first, we do things wrong. We feel dumb. We don’t think it’s working.
If we practice well, with good coaching, we become an expert.
The more complicated the task, the longer it takes.
If we practice basketball or dance regularly over months or years, we become skilled. The same is true for learning.
Some Major Concepts from the class: 1.Chunking2.Constructing more complex chunks out of simpler chunks3.Working memory4.Capacity of working memory5.Cognitive overload6.Information reduction and procedural rules7.Practice8.Transfer9.Expertise (takes 10 years, 4 h/day, of interested, focused study & practice with good coaching)10.Neurons and synapses11.Memory pathways12.Biology of short-term versus lasting memory13.Memories built in different brain areas (loosely equivalent to cognitive domains)14.Sleep and memory15.Hippocampus-dependent (declarative) memory16.Sequence and location memory (related to time-place memory) to expand working memory17.Neostriatal cortex (skill/kinesthetic/muscle) memory18.Amygdala-dependent (emotion/fear) memory19.Combining working memory with sequence memory
This was a fast tour through parts 1-6
More in:
1. How People Learn (Chapters 1-5; Bransford et al., 2000) 2. & a follow-up book, How Students Learn
– both free on the web
3. Why Don’t Students Like School (Willingham 2009)- Readable and logical with useful insights, but not
intended to provide specific in-class exercises for use with students
4. Illustrations and summary explanations written for this class, - Eventually a free textbook & instructor guide with in-class exercises; (working title:
Memory and Learning: a practical guide for students- Available on the web in summer 2012 (if we stay on schedule)
Empty Memorizing
…never ASK students for empty
memorizing.
Framed on my wall, to remind me…
Thanks!
Funding:
NSF Noyce program
Jessie Ball duPont Fund,
U.S. Dept of Education
Howard Hughes Medical Institute
Undergraduate Education Program Grant
to the College of William & Mary
To compare importance of two concepts:
• Choose any two terms– Write (or sketch) each on a piece of scrap paper– Think of all related words FROM THAT CLASS,– And draw a line to the term
• The term with more connections– is very likely to be the most important– Master more important things first.