sio workshop: how people learn
DESCRIPTION
Presented at the Scripps Institution of Oceanography in La Jolla, California on October 31, 2014. Peter Newbury Center for Teaching Development, UC San Diego ctd.ucsd.eduTRANSCRIPT
How People Learn
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
@polarisdotca #ctducsd
ctd.ucsd.edu
Scripps Institute of Oceanography October 31, 2014
Why are we here?
How (you can help) People Learn 2
What do you think students are doing in a typical
university class?
A) listening
B) absorbing
C) learning
D) note-taking
E) not paying attention
The traditional lecture is based on the
transmissionist model of learning
How (you can help) People Learn 3 image by um.dentistry on flickr CC
Important new number system
How (you can help) People Learn 4
Learn it.
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
Test: What is this number?
How (you can help) People Learn 5
Scientifically outdated, a known failure
How (you can help) People Learn 6
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 7
1 2 3
4 5 6
7 8 9
Test
How (you can help) People Learn 8
What number is this?
Constructivist Theory of Learning
How (you can help) People Learn 9
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.
(Image by Rebecca-Lee on flickr CC)
learning is done
by individuals
10 How (you can help) People Learn
How People Learn
How (you can help) People Learn 11
3 Key Findings
3 Implications for Teaching
3 Designs for Classroom Environment
Key Finding 1
How (you can help) People Learn 12
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
How (you can help) People Learn 13
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.)
Key Finding 3
How (you can help) People Learn 14
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.)
Aside: metacognition
How (you can help) People Learn 15
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
How (you can help) People Learn 16
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.)
In groups of 3 – 4...
How (you can help) People Learn 17
Sort your cards into 3 sets of 3:
Key Finding
2
Implication
for Teaching
Implication
for Teaching
Implication
for Teaching
Designing
Classroom
Environments
18 How (you can help) People Learn
Key Finding 1
How (you can help) People Learn 19
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 20
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 21
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
What do students bring
to your class?
How (you can help) People Learn 22
Work with the person next to you.
Partner 1 (whose first name comes earlier in alphabet):
Think of a concept in a freshman-level course in your
discipline. What knowledge, experience, or skill do your
students already have that you can use to teach that
concept?
Partner 2:
Help your partner align pre-existing knowledge,
experience, or skill and the concept.
“In a moment but
not yet…” [4]
Classroom Environments 1
How (you can help) People Learn 23
Schools and classrooms must be learner centered.
(How People Learn, p. 23)
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, p.108)
Learning requires interaction [6]
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Learning requires interaction [6]
How (you can help) People Learn 25
% of class time
NOT lecturing
Learning gain:
pre-test 0
100%
post-test
0.50
Learning requires interaction [6]
How (you can help) People Learn 26
52 classes of sizes 25 to 100+ students, at 2-
and 4-yr colleges and research universities
across US. Every student wrote an astronomy
test (twice). Points shows a class’ learning gain.
Learning requires interaction [6]
How (you can help) People Learn 27
1 2
3 4
Key Finding 2
How (you can help) People Learn 28
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 29
Implications for Teaching 2
How (you can help) People Learn 30
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.)
How (you can help) People Learn 31
knowledge
framework
retrieval
How (you can help) People Learn 32
knowledge
framework
retrieval
33
knowledge
framework
retrieval
How (you can help) People Learn
Key Finding 3
How (you can help) People Learn 34
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.)
Implications for Teaching 3
How (you can help) People Learn 35
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.
(How People Learn, p 21.)
(How People Learn, p 24.)
Supporting metacognition
How (you can help) People Learn 36
Why do you think instructors ask, “Any questions?”
A) to signal they’re at the end of a section or concept
B) so the instructor can check if s/he can continue
C) so the instructor can check if the students understand
D) so the students can check if they’re ready to continue
E) not sure but it’s something instructors should do
“What questions do you have for me?”
…and give them enough time
to ask a useful question
37 How (you can help) People Learn
Scholarly approach to teaching:
Learning Outcomes 38 Carl Wieman Science Education Initiative cwsei.ubc.ca
What should
students
learn? learning
outcomes
(Nov 7)
assessment
(Nov 21)
alt to lecture
(Nov 14)
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn? peer instruction
(Nov 19 & 26 at CTD)
How People Learn
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
@polarisdotca #ctducsd
ctd.ucsd.edu
Scripps Institute of Oceanography October 31, 2014
References
How (you can help) People Learn 40
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. Williams, L. “In a Moment, But Not Yet. ” store.training-wheels.com/inmobutnotye.html
5. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
6. 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.