What every teacher should know about What every teacher should know about cognitive researchcognitive research

What every teacher should know about What every teacher should know about cognitive researchcognitive research

Or How People Learn

Or How People Learn

Dr. Stephanie Chasteen

Physics DepartmentUniversity of Colorado at

BoulderStephanie.Chasteen@Colorado.

EDU

Dr. Stephanie Chasteen

Physics DepartmentUniversity of Colorado at

BoulderStephanie.Chasteen@Colorado.

EDU

PER at ColoradoPER at ColoradoFaculty:

Melissa DancyMichael DubsonNoah FinkelsteinValerie OteroKathy PerkinsSteven PollockCarl Wieman (on leave)

Postdocs/ Scientists: Charles BailyDanny CaballeroStephanie ChasteenJulia ChamberlainKelly LancasterLaurel MayhewEmily MooreAriel PaulRachel PepperNoah PodolefskyBenjamin Zwickl

Faculty: Melissa DancyMichael DubsonNoah FinkelsteinValerie OteroKathy PerkinsSteven PollockCarl Wieman (on leave)

Postdocs/ Scientists: Charles BailyDanny CaballeroStephanie ChasteenJulia ChamberlainKelly LancasterLaurel MayhewEmily MooreAriel PaulRachel PepperNoah PodolefskyBenjamin Zwickl

Grad Students:Stephanie Barr Kara GrayLauren Kost-Smith (PhD May 11)May LeeMike RossBen SpikeBen Van DusenBethany Wilcox

Teachers / Partners / Staff:Shelly BelleauJackie Elser, Trish Loeblein Susan M. Nicholson-DykstraSara SeverenceEmily QuintyMindy Gratny, Kate KidderJohn Blanco, Sam ReidChris Malley, Jon OlsonOliver Nix, Nina Zabolotnaya

cognitivepsychology

brainresearch

classroomstudies

Major advances past 1-2 decadesConsistent picture Achieving learning

Some big outcomes:Some big outcomes:

• Learning is constructing understanding

• People organize their experiences into patterns or mental models

• Learning is constructing understanding

• People organize their experiences into patterns or mental models

OutlineOutline

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

OutlineOutline

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

THE MONTILLATION AND USES OF TRAXOLINETHE MONTILLATION AND USES OF TRAXOLINE

It is very important to learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more efficient bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus.

It is very important to learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more efficient bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus.

QUIZ:1. What is traxoline?2. Where is it montilled?

3. How is traxoline quaseled?

4. Why is traxoline important?

QUIZ:1. What is traxoline?2. Where is it montilled?

3. How is traxoline quaseled?

4. Why is traxoline important?

So, lack of context inhibits students from building productive mental models. It encourages memorization of facts and pattern-matching.

But… students are not always aware of the context of what they’re learning! Why?

So, lack of context inhibits students from building productive mental models. It encourages memorization of facts and pattern-matching.

But… students are not always aware of the context of what they’re learning! Why?

Your brain

Your students’ brains

Images: pptudela on Wikimedia

The “dead leaves” modelThe “dead leaves” model

Redish, Implications of cognitive studies for teaching physics. Am. J. Phys. (1994).

(a)Write down every equation or law the teacher writes down that is also in the book

(b)Memorize these, together with end-of-chapter formula

(c)Do enough homework and end-of-chapter problems to recognize which formula is applied to which problem

(d)Pass the exam by selecting the correct formulas for the problems on the exam

(e)Erase all information from your brain after the exam to make room for the next set of material.

DiscussionDiscussion

• How have you seen this apply in your classroom?

• Where can/do we take into account students’ prior knowledge?

• Where does context come into our instruction?

• How have you seen this apply in your classroom?

• Where can/do we take into account students’ prior knowledge?

• Where does context come into our instruction?

The card gameThe card gameRule: If there is a vowel on one side, there is an even number on the other

In order to verify the rule isn’t broken, which card(s) do you need to flip over?

Rule: If there is a vowel on one side, there is an even number on the other

In order to verify the rule isn’t broken, which card(s) do you need to flip over?

E 2 L 5

How context can help…

The bartender gameThe bartender gameYou are a bartender and need to verify that the following drink orders/ ages don’t break the law: if you drink alcohol you must be 21 or older. Whose IDs do you need to check?

You are a bartender and need to verify that the following drink orders/ ages don’t break the law: if you drink alcohol you must be 21 or older. Whose IDs do you need to check?

Gin/Tonic

Age:

16Coke

Age:

52

Adapted from Johnson-Laird ‘83

Gin/Tonic

Age:

16Coke

Age:

52

E 2 L 5If letter = vowel, then number = even

If drink = alcohol, then age>21

So, prior knowledge can be used to help process information more readily.

Prior knowledge can be accessed by providing useful, authentic context.

It is easy to learn something that matches or extends an existing mental model!

(And it is hard to learn something we don’t almost already know)

Much learning is done by analogy

So, prior knowledge can be used to help process information more readily.

Prior knowledge can be accessed by providing useful, authentic context.

It is easy to learn something that matches or extends an existing mental model!

(And it is hard to learn something we don’t almost already know)

Much learning is done by analogy

• Engaging

• Visual

• Real-world

• Engaging

• Visual

• Real-world

One example: PhET SimulationsOne example: PhET Simulations

http://phet.colorado.eduFree online simulations

Visual Models & AnalogiesVisual Models & Analogies

OutlineOutline

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

If interactive engagement helps students learn…

If interactive engagement helps students learn…

then is “telling” bad?then is “telling” bad?

A study…A study…

• Population: cognitive psychology students.

• Content: cognitive theories of memory

• Question: How well do students understand theories of memory from…– reading a textbook about classic experiments?– analyzing and graphing simplified data sets

from these classic experiments?

• Population: cognitive psychology students.

• Content: cognitive theories of memory

• Question: How well do students understand theories of memory from…– reading a textbook about classic experiments?– analyzing and graphing simplified data sets

from these classic experiments?

Data analysis taskData analysis task

Study designStudy design

Graph Data Graph DataFactual TestLecture on TheorySummarize Chapter

First… Second… Assessment

Graph Data Lecture on Theory

Schwartz, Bransford and Sears, 2005. Efficiency and Innovation in Transfer.

A

C

B

Which do you think did better on the test?A B C or D- other

A CB

Graph dataGraph data

Reading + Lecture

Graph Data + Lecture

Score on factual recall test

So that means…So that means…

• Data analysis activities are useless, lecturing is key. Right? “Wouldn’t it just be more efficient to tell them?”

• No… this is the ‘conspiracy theory’. – Assessments designed to test efficient learning of

facts make fact-based instruction look good.

• Data analysis activities are useless, lecturing is key. Right? “Wouldn’t it just be more efficient to tell them?”

• No… this is the ‘conspiracy theory’. – Assessments designed to test efficient learning of

facts make fact-based instruction look good.

Assessment DesignAssessment Design

Graph Data Graph DataFactual TestLecture on TheorySummarize Chapter

Activity 1 Activity 2 Assessment

Graph Data Lecture on TheoryTransfer Test

Add a new “transfer” assessmentAsked to predict outcomes of a novel experiment.

A CB

Graph dataGraph data

Reading + Lecture

Graph Data + Lecture

Score on transfer test (predict new experiment)

Assessment and InstructionAssessment and Instruction

• So, lectures can be an effective tool for instruction… IF the students are prepared to learn from them

• What was so special about the “graphing the data” activity, especially compared to summarizing the chapter?

• So, lectures can be an effective tool for instruction… IF the students are prepared to learn from them

• What was so special about the “graphing the data” activity, especially compared to summarizing the chapter?

Creating a “time for telling”Creating a “time for telling”

• Data graphing oriented students to key features

• They needed to account for variation in the data = contrasting cases

• This struggle towards meaning prepares them to learn from lecture, enabling better transfer

• Data graphing oriented students to key features

• They needed to account for variation in the data = contrasting cases

• This struggle towards meaning prepares them to learn from lecture, enabling better transfer

The importance of contrastsWhat is relevant?

The importance of contrastsWhat is relevant?

CircleBiggish EmptySolid White LineLeft Side of Screen

But we do learn to perceive…But we do learn to perceive…

Despite variations in surface featuresDespite variations in surface features

The importance of contrastThe importance of contrast

How do you teach Japanese speakers to hear “L”? How do you teach someone to taste the difference between Merlot and Cabernet?

Do you give them the purest example of “L” ? Of a Cabernet?

How do you teach Japanese speakers to hear “L”? How do you teach someone to taste the difference between Merlot and Cabernet?

Do you give them the purest example of “L” ? Of a Cabernet?

Learning depends on finding structure in variability.Need both positive and negative variations.But you can’t just throw contrasts at people

Invention Activitiesorient to key features

Invention Activitiesorient to key features

• Before a lesson on deviation in statistics

• Ask students to develop “reliability index” for pitching machines

• Students don’t need to discover right answer. Prepares them to “get it” when you give them lecture.

• Before a lesson on deviation in statistics

• Ask students to develop “reliability index” for pitching machines

• Students don’t need to discover right answer. Prepares them to “get it” when you give them lecture.

* Schwartz, D. L., Bransford, J. D., Sears, D. L. (2005). Efficiency and innovation in transfer* Schwartz and Martin (2004), Inventing to Prepare for Future Learning

Pitching machine example

Pitching machine example

• Create a reliability index that differentiates between these different machines

• Create a reliability index that differentiates between these different machines

Himmelberger, K., & Schwartz, D. L. (2007). It’s a homerun!  Using mathematical discourse to support the learning of statistics.  Mathematics Teacher, 101(4), 250-256.

Implemented in high school Algebra 1.

A. Area covered by pitches

B. Perimeter using grid marks

C. Average distances between pairs of points

D. Average distance from random point to all points

E. Frequency of balls in each of 4 quadrants

F. Average distance between all pairwise points

A. Area covered by pitches

B. Perimeter using grid marks

C. Average distances between pairs of points

D. Average distance from random point to all points

E. Frequency of balls in each of 4 quadrants

F. Average distance between all pairwise points

Pitching reduxPitching redux• Wide variety of sophisticated solutions• Solutions themselves not critical• Generates discussion about how to

handle aspects of variability• Prepares to understand formula• 9th graders after invention did better on

test than college students after a semester of statistics!

• Wide variety of sophisticated solutions• Solutions themselves not critical• Generates discussion about how to

handle aspects of variability• Prepares to understand formula• 9th graders after invention did better on

test than college students after a semester of statistics!

€

ave deviation =x − X ∑n

Worksheet: Invention activities

Worksheet: Invention activities

A.Crowded ClownsB.Popcorn

Work through with two partners. 5 minutes.

Thinking about it allThinking about it all

Might you use an “invention activity” like this in your class?

A.Definitely (why?)

B.It depends (on what?)

C.Definitely not (why not?)

Are there other ways you use contrasting cases in your teaching?

Are there other ways to let students “struggle towards meaning”?

Might you use an “invention activity” like this in your class?

A.Definitely (why?)

B.It depends (on what?)

C.Definitely not (why not?)

Are there other ways you use contrasting cases in your teaching?

Are there other ways to let students “struggle towards meaning”?

Summary of contrasting casesSummary of contrasting cases

• Asking students to invent a description of different contrasting cases (e.g., crowded clown index) helps them learn the important features

• Prepared them to learn from lecture, creating a “time for telling”

• Helps them to transfer to new situations (but not necessarily in factual recall)

• Asking students to invent a description of different contrasting cases (e.g., crowded clown index) helps them learn the important features

• Prepared them to learn from lecture, creating a “time for telling”

• Helps them to transfer to new situations (but not necessarily in factual recall)

OutlineOutline

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

How much do you remember from this talk already?

How much do you remember from this talk already?Probably 10% of you remember any

non-obvious fact from 15 minutes ago

Working Memory CapacityWorking Memory Capacity

Mr. Anderson, May I be excused?My brain is full.Mr. Anderson, May I be excused?My brain is full.

Without great care, exceeded in almost every lecture.

VERY LIMITED!every added demand hurts learning (“cognitive load”)

(remember/process max 4-7 unrelated items)

What does help memory?What does help memory?

Quiz:What is Traxoline? It’s a new form of…

A.MontillationB.QuaselC.ZionterD.Bracter

Testing is a learning event!

H. Roediger, J. Karpicke Psych. Sci. Vol.17 pg 249

Some interesting findings on studying…

Some interesting findings on studying…

• Under time pressure, people study the easiest items

• People often stop studying before they have learned the information

• Spaced vs. massed practice is better• Self-testing is important• There are benefits to retrieval even if it

fails, especially with corrective feedback

• Under time pressure, people study the easiest items

• People often stop studying before they have learned the information

• Spaced vs. massed practice is better• Self-testing is important• There are benefits to retrieval even if it

fails, especially with corrective feedback

Kornell and Bjork, The promise and perils of self-regulated study

ImplicationsImplications

• Provide opportunity for retrieval in lecture

• Space repetitions across lecture/homework

• Help students learn how to study

• Provide opportunity for retrieval in lecture

• Space repetitions across lecture/homework

• Help students learn how to study

Classroom applicationClassroom application

• What kinds of things might you do to help improve students’ memory of facts and vocabulary?

• What kinds of things might you do to help improve students’ memory of facts and vocabulary?

FinFin

Slides will be at blog.sciencegeekgirl.com

OutlineOutline

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

If you see no reason to learn, you won’t bother!

If you see no reason to learn, you won’t bother!

• Learning takes effort

• Why spend energy if there’s no reason?

• Motivation is highly malleable!

• Learning takes effort

• Why spend energy if there’s no reason?

• Motivation is highly malleable!

“This class is very hard and many of you will fail so you need to study really hard.”

How do you think this affects university student motivation to learn the material?

a. increases b. decreases Focus groups and interviews indicate is demotivating for university students. Psychology studies support.

Focus groups and interviews indicate is demotivating for university students. Psychology studies support.

What does motivate?What does motivate?

a.Subject relevance (meaningful context)b.Instructor attitude. (respect and challenge)

“Subject hard for everyone, but all can master with effort, and my goal for course is for all of you to succeed.”

•What have you found to be the most motivating to students?•What did you think would be motivating but wasn’t?

Attitudes and Beliefs*Attitudes and Beliefs*

Assessing the “hidden curriculum” - beliefs about physics and learning physicsExamples: • “I study physics to learn knowledge that will be useful in life.”

• “To learn physics, I only need to memorize solutions to sample problems”*Adams et al, (2006). Physical Review: Spec.

Topics: PER, 0201010

How do you think a single introductory physics class affects students beliefs about physics?

How do you think a single introductory physics class affects students beliefs about physics?

A. Not much. Their beliefs are pretty well set by college.

B. Some students probably come out with a slightly more positive view of physics

C. It varies by students’ individual learning styles

D. Something else

Shift (%) -6-8-12-11-10-7-17+5(All ±2%)

Can we affect students’ beliefs?Can we affect students’ beliefs?

Real world connect...Personal interest........Sense making/effort...Conceptual................Math understanding...Problem Solving........Confidence................Nature of science.......

“CLASS” survey ofExpert-like beliefs

Worse for females!

Students come out of introductory classes with more negative views of physics than they

came in with!

The good news: yes…

why does this happen?why does this happen?

Trad’l Model of EducationTrad’l Model of EducationIndividual

Content

Expert Tutors *Expert Tutors *1. Motivation major focus (context, pique

curiosity,...)limited praise, never for person, all for process

2. Understands what students do and do not know timely, specific, interactive feedback

3. Almost never tell students anything-- pose questions.

4. Mostly students answering questions & explaining.

5. Asking right questions so students challenged but can figure out. Systematic progression.

6. Let students make mistakes, then discover and fix.

7. Require reflection: how solved, explain, generalize,…

1. Motivation major focus (context, pique curiosity,...)limited praise, never for person, all for process

2. Understands what students do and do not know timely, specific, interactive feedback

3. Almost never tell students anything-- pose questions.

4. Mostly students answering questions & explaining.

5. Asking right questions so students challenged but can figure out. Systematic progression.

6. Let students make mistakes, then discover and fix.

7. Require reflection: how solved, explain, generalize,…

*Lepper and Woolverton pg 135 in Improving Academic Achievement

Classroom applicationClassroom application

• How might you help motivate students to learn the material?

• How might you help motivate students to learn the material?

OutlineOutline

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

1. What people know affects what they learn (context is important)

2. Preparing your students to learn

3. What we remember is affected by how our brain works (the limits of retention)

If time

1. Motivation is important

2. Feedback is important

actively engaging students is important

Learning is changing our brain“constructivism!”

What makes an expert thinker?What makes an expert thinker?

It’s not just that an expert knows moreAn expert thinks about a subject in different ways than a novice does

“New wiring!”

We can see that the brain changes through brain activation and imaging studies, and in what experts do

Feedback helps with constructing our own understanding

Feedback helps with constructing our own understanding

If we’re to change how we think, we need feedback on our thinking

What does that mean?What kind of feedback is most helpful?

How can students get it?

If we’re to change how we think, we need feedback on our thinking

What does that mean?What kind of feedback is most helpful?

How can students get it?

No need for feedback in traditional model

No need for feedback in traditional model

Feedback through formative assessmentFeedback through formative assessment

Compare and contrast what students experience during two different types of assessment activities.

1. Does the assessment help students gauge what they know?

2.Does the assessment build skills in feedback?

3.How does the assessment motivate students to learn the material?

Compare and contrast what students experience during two different types of assessment activities.

1. Does the assessment help students gauge what they know?

2.Does the assessment build skills in feedback?

3.How does the assessment motivate students to learn the material?

Adapted from Handelsman, Miller & Pfund, 2007

It’s not about our teaching, it’s about student learning

FinFin

Much more at: per.colorado.edu