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Peter Newbury Center for Teaching Development, UCSD April 21, 2014
Citation preview
How (You Can Help) People Learn (Biology)
1
What do you notice?
What do you wonder?
impaled by Yersinia on flickr CC-BY-NC-SA
How People Learn
HOW PEOPLE LEARN
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
slides available at tinyurl.com/HPLBiologySp14
April 21, 2014
How (you can help) People Learn 3
Survey
How (You Can Help) People Learn (Biology) 4
Which of these do you associate with a typical
university lecture?
A) listening
B) absorbing
C) note-taking
D) learning
The traditional lecture is based on the
transmissionist learning model
How (You Can Help) People Learn (Biology) 5 (Image by um.dentistry on flickr CC)
Let’s have a learning experience…
6 How (You Can Help) People Learn (Biology)
Here is an important new number
system. Please learn it.
How (You Can Help) People Learn (Biology) 7
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
Test
How (You Can Help) People Learn (Biology) 8
What is this number?
Scientifically Outdated, a Known Failure
9 How (You Can Help) People Learn (Biology)
We must abandon the tabula rasa
“blank slate” and “students as
empty vessels” models of teaching
and learning.
New Number System: tic-tac-toe code
How (You Can Help) People Learn (Biology) 10
1 2 3
4 5 6
7 8 9
What is this number?
How (You Can Help) People Learn (Biology) 11
Constructivist Theory of Learning
How (You Can Help) People Learn (Biology) 12
New learning is based on knowledge you already have.
You store things in long term memory through a set of connections that are made with your existing memories.
(Images by Rebecca-Lee on flickr CC)
Creating memories (aka learning) involves having neurons fire and link up in networks or patterns. (fMRI is allowing us to observe learning as it happens.)
learning is done
by individuals
How (You Can Help) People Learn (Biology) 13
What are the patterns of
how people learn?
How do we use them?
How People Learn
How (You Can Help) People Learn (Biology) 14
National Research Council (2000).
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.
Available for free as PDF
www.nap.edu/catalog.php?record_id=9853
Key Finding 1
How (You Can Help) People Learn (Biology) 15
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, p 14.)
Key Finding 2
16
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, p 16.)
How (You Can Help) People Learn (Biology)
Key Finding 3
17
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, p 18.)
How (You Can Help) People Learn (Biology)
Aside: metacognition
How (You Can Help) People Learn (Biology) 18
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.
([2], [3])
cognition meta
Key Finding 3
19
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, p 18.)
How (You Can Help) People Learn (Biology)
Please gather into groups of 2-3
How (You Can Help) People Learn (Biology) 20
Each set of colored cards has
3 Key Findings
3 Implications for Teaching
3 Designing Classroom
Environments
TASK: Match the cards into
3 sets of 3 cards
Designing Classroom
Environment
Key Finding
2 Implications
for Teaching
Key Finding
3
21
How (You Can Help) People Learn (Biology)
Key Finding 1
How (You Can Help) People Learn (Biology) 22
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, p 14.)
Implications for Teaching 1
How (You Can Help) People Learn (Biology) 23
Teachers must draw out and work with the preexisting understandings that their students bring with them.
(How People Learn, p 19.)
How (you can help) People Learn 24
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
1 2 3
4 5 6
7 8 9
unsupported, unfamiliar content built on pre-existing
knowledge
(tic-tac-toe board)
Transmissionist Constructivist
Classroom Environments 1
How (You Can Help) People Learn (Biology) 25
Schools and classrooms must be learner centered. (How People Learn, p 23.)
Learning requires interaction [4]
How (You Can Help) People Learn (Biology) 26
1 2
3 4
Key Finding 2
27
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 (You Can Help) People Learn (Biology)
(How People Learn, p 16.)
How (You Can Help) People Learn (Biology)
28
Implications for Teaching 2
How (You Can Help) People Learn (Biology) 29
Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.
Classroom Environments 2
To provide a knowledge-centered environment, attention must be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like.
(How People Learn, p 20.)
(How People Learn, p 24.)
Development of Mastery [5]
How (You Can Help) People Learn (Biology) 30
conscious
unconscious
incompetent competent
1
Level of Expertise
Beha
vior
Development of Mastery [5]
How (You Can Help) People Learn (Biology) 31
conscious
unconscious
incompetent competent
1
2
Level of Expertise
Beha
vior
Development of Mastery [5]
How (You Can Help) People Learn (Biology) 32
conscious
unconscious
incompetent competent
1
2 3
Level of Expertise
Beha
vior
Development of Mastery [5]
How (You Can Help) People Learn (Biology) 33
conscious
unconscious
incompetent competent
1
2 3
4
Level of Expertise
Beha
vior
Why Your Students Don’t Understand You
How (you can help) People Learn 34
Expert brains differ from novice brains because novices:
lack rich, networked connections, cannot make
inferences, cannot reliably retrieve information
have preconceptions that distract, confuse, hinder
lack automization (“muscle memory”) resulting in
cognitive overload
Key Finding 3
35
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, p 18.)
How (You Can Help) People Learn (Biology)
Implications for Teaching 3
How (you can help) People Learn 36
The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.
Classroom Environments 3
Formative assessments — ongoing assessments designed to make students’ thinking visible to both teachers and students — are essential.
We need to give our students opportunities to
practice being metacognitive: having an internal
dialogue about their own thinking
(How People Learn, p 21.)
(How People Learn, p 24.)
Putting theory into practice
How (You Can Help) People Learn (Biology) 38
student-centered instruction traditional lecture
How (You Can Help) People Learn (Biology) 39
peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos student-centered instruction
Clicker Question
40
The molecules making up the dry mass of wood that
forms during the growth of a tree largely come from
A) sunlight.
B) the air.
C) the seed.
D) the soil.
Question credit: Bill Wood
How (You Can Help) People Learn (Biology)
Typical episode of peer instruction
How (you can help) People Learn 41
1. Instructor poses a conceptually-challenging multiple-choice question.
2. Students think about question on their own and vote using clickers, colored ABCD cards, smartphones,…
3. The instructor prompts students, “Turn to your neighbors and convince them you’re right.”
4. After the peer-to-peer discussion, [the students vote again and] the instructor leads a class-wide discussion concluding with why the right answer(s) is right and the wrong answers are wrong.
In effective peer instruction
How (you can help) People Learn 42
students teach each other while
they may still hold or remember
their novice preconceptions
students discuss the concepts in their
own (novice) language
each student finds out what s/he does(n’t) know
the instructor finds out what the students (don’t) know
and reacts, building on their initial understanding
and preconceptions.
students learn
and practice
how to think,
communicate
like experts
How (You Can Help) People Learn (Biology) 43
peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos student-centered instruction
How (You Can Help) People Learn (Biology)
44
Chemistry Day 4 by pennstatenews on flickr CC-BY-NC
Clicker question
How (You Can Help) People Learn (Biology) 45
A ball is rolling around
the inside of a circular
track. The ball
leaves the track
at point P.
Which path
does the ball
follow?
P
A
B C
E
D
(adapted from Mazur)
How (You Can Help) People Learn (Biology) 46
peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos student-centered instruction
How (You Can Help) People Learn (Biology)
47
What do you notice?
What do you wonder?
impaled by Yersinia on flickr CC-BY-NC-SA
How (You Can Help) People Learn (Biology) 48
peer instruction with clickers
interactive demonstrations
What do you notice?
What do you wonder?
surveys of opinions
reading quizzes
worksheets
discussions
videos student-centered instruction
How (You Can Help) People Learn (Biology) 49
Veritasium (Derek Muller) http://www.youtube.com/watch?v=2KZb2_vcNTg
As you watch the
video, notice how
Derek talks to the
people he
interviews.
Active Learning in Discussion Sections
50
peer instruction with clickers, colored ABCD cards, ABCDE pdf on smartphones,…
1-minute papers: What is most confusing right now?
2-minute pause: Give students 2 minutes to “catch their breath”, answer questions they have
Problem Solving in Groups
Ask what steps would you take to solve problem (versus actually solving them)
Critique or “fix” sample work/problem
overhead slides, document cameras, board?
If there’s a skill expert biologists have (drawing, identifying structures in diagram, etc.) give students a worksheet which gives them practice doing it.
How (You Can Help) People Learn (Biology)
How People Learn
51
Learning is not about what the
instructor does. It’s about what
students do for themselves.
How (You Can Help) People Learn (Biology)
How People Learn
52
Learning is not about what the
instructor does. It’s about what
students do for themselves.
How (You Can Help) People Learn (Biology)
Students need to encounter safe yet challenging
conditions in which they can try, fail, receive feedback,
and try again without facing summative evaluation.
(What the best college teachers do [6], p.108)
How People Learn
53
Learning is not about what the
instructor does. It’s about what
students do for themselves.
Students will not learn (just) by
listening to the instructor explain.
How (You Can Help) People Learn (Biology)
How People Learn
54
Learning is not about what the
instructor does. It’s about what
students do for themselves.
Students will not learn (just) by
listening to the instructor explain.
BE LESS HELPFUL How (You Can Help) People Learn (Biology)
If in doubt, ask yourself…
55
Who is doing the work,
you or the students?
How (You Can Help) People Learn (Biology)
References
How (You Can Help) People Learn (Biology) 56
1. National Research Council (2000). 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.
2. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick
(Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
3. Brame, C. (2013). Thinking about metacognition. [blog] January, 2013,
Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-
metacognition/ [Accessed: 14 Jan 2013].
4. Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A
national study assessing the teaching and learning of introductory astronomy.
Part I. The effect of interactive instruction. Am. J. Phys. 77, 4, 320-330.
5. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX:
Harcourt College Publishers.
6. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard
University Press.