stu 150 ch 7 lifelong learning

Adopting Lifelong Learning

Chapter Seven

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Adopting Lifelong Learning


Focus Questions◦ How does the human brain learn?

*Neurons send out electrical signals. If signals are strong enough and repeated enough then memories are created.

◦ How can you use this knowledge to become a highly effective learner?

◦ Summer amnesia, Spring break amnesia, day-to-day amnesia?

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Discovering Your Preferred Learning Style


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Neurons


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Neurons


Have you ever learned something simply because you liked it?

What do we do differently when learning things that we are interested in vs. things that we are not interested in?

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Discussion


1. Prior Learning

2. Quality of Processing

3. Quantity of Processing

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Three Keys to Deep and Lasting Learning


Have you ever learned something for the first time that was difficult?

Did you ever re-visit that thing only to find that it was easier the second time?

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Prior learning


Ideas for deep processing: Skim a chapter, make questions Create a concept map Discuss with classmate Participate, controlling your thoughts Make a test Teach someone

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Quality of processing


Time taken to learn

Distributed over time

Long study sessions often don’t work.

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Quantity of Processing


Focus Questions◦ What is your preferred way of learning?◦ What can you do when your instructor doesn’t

teach the way you prefer to learn?

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Discovering Your Preferred Learning Style


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Four Preferred Ways of Learning

A)

B)

C)

D)

Thinking Learners

Doing Learners

Feeling Learners

Innovating Learners


Learn well from instructors. Do well with power points, textbook

reading, logical skills, debates. Uncomfortable with answers based on,

tradition, emotion, logic and intuition. Do well with analyzing dissecting and using

logic. Good notes, make questions, ask instructor.

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Thinking learners


Want to know ‘how’ things work. Think logically, need models/examples. Hands-on, labs. Uncomfortable with theories, emotion,

personal opinions or intuition. Unbiased, take action, follow procedures. Come up with q’s and find answers.

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Doing learners


Want to know: why they need to know? And who is going to teach it? Or who else is in the class?

Like personal connections, value feeling, group work, sharing experiences.

Uncomfortable with facts and data, prefer feeling and opinions.

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Feeling learners


What if …? What else…? Concerned with taking something and

making it better, new possibilities. Like independent projects, flexibility in rules

and assignments, optional assignments. Honor imagination and intuition,

uncomfortable with abstract theories and cold hard facts/data.

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Innovating learners


While memorizing: Organize the information in a meaningful

way.(9-8-4-1)=(1984) Game 1 Game 2

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Effective Memorizing

http://faculty.washington.edu/chudler/stm0.html

http://faculty.washington.edu/chudler/stm0.html

http://faculty.washington.edu/chudler/puzmatch.html


Effective Memorizing Associations. (Pavlov

= slobbering dogs) Third-eye-blind:

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Visualization Concrete Words alligator - apple - arrow - baby - bird - book -

butterfly - Abstract Words anger - belief - boredom - chance - concept

- effort Nonsense Words ator - botam - crov - difim - firap - glimoc -

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Effective Memorizing Chaining:


Effective Memorizing Loci. (association w/places) Devised during the Roman Empire, the

method of loci uses the chaining method with a twist. Now all the items to-be-remembered are linked to specific places in the order you would visit them. For example, you might think of the route you take to school:

Your room Your kitchen Front door of your house Bus stop Bus seat Friend's house that you see from the bus Gas Station that you see from the bus Market that you see from the bus School

Things to remember:

alligator apple arrow baby bird book car

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Acronyms. (AOL, NPR, USA, SVU, OICU812) Sentence acronym. (Four qualities of

effective visualizing: Relax, use Present tense verbs, use all 5 Senses, include Feelings. = Real People Seek Freedom)

Assign a number. (4 E’s) Visualize (bones of a hand) Concept map. Recite

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Create and listen to audio recordings. Use several senses while learning.

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Subject: Spanish AR verbs Endings: -o,-as,-a,-amos,-an Subjects: I, you (f), you/he/she, we, they (I) Hablar= Hablo (She) Hablar= Habla

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Practice


How can you memorize that information quickly?

In groups discuss and memorize the information.

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Spanish AR verbs Endings: -o,-as,-a,-amos,-an Subjects: I, you (f), you/he/she, we, they (I) Hablar= Hablo (She) Hablar= Habla

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Practice


How do you say: I speak He speaks They speak You (f) speak We speak

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Quiz


Bye now. Check out: neuroscience for kids

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Use IT!

http://faculty.washington.edu/chudler/chmemory.html#simon

stu 150 ch 7 lifelong learning

Documents

preferred way of learning

abstract theories

daytoday amnesia

summer amnesia

hand concept map

chaining method

group work

dont work