how the brain learns …..and forgets evidence-based teaching · how the brain learns …..and...

How the Brain learns…..and forgets

Evidence-based Teaching

Alix G. Darden, PhD, MEdAlix-darden@ouhsc.eduDirector of Faculty DevelopmentDepartment of PediatricsDirector, Academy of Teaching Scholars

Disclosure

•I have no commercial interests or financial relationships to disclose.

It’s not what you tell your students that counts, but what they take away from the classroom

Ref: Silberman, M. 2006. Teaching Actively.

Learning Objectives

•Describe the path information takes to get to long term memory

•Identify two teaching techniques that support retention.

•Apply one concept of how the brain processes information to something you teach.

A story

•Andrew

Scientific teaching of science

•Evidenced based•Hypothesis driven

Learning is COMPLEX

https://pixabay.com/en/brain-mind-mindset-reality-544412/

What is the average attention* span of an adult learner in a lecture setting

A. 5-7 minutesB. 10-15 minC. 30-40 minD. 50+ minutes

*attention - to material being presented

Evidence

Testing what you remember best – 12 sec

KEFLAKMIL NIR VEK LUN NEM BEB SAR FIF

Write down what you remember

Testing what you remember best

KEFLAKMIL NIR VEK LUN NEM BEB SAR FIF

We remember best what we learn first and last

0 10 20 25 35 40 50

New Information Closure

Time in minutes

Practice

Prime-time 1 Prime-time 2Down-time

Deg

ree

of R

eten

tion

Sousa, DA. 2011.

Different types of memory

ENVIRONMENT

Sensory and immediate memory

Working memory

Long-term memory

Short term memory ~ 10-20 min

Out Out Retention

During a presentation the brain needs time to process information

Sousa, DA. 2011.

Average approximate Prime- and Down-times in Learning Episodes

Episode time (min)

Prime-time Down-time

Minutes % time Minutes % time

20 18 90% 2 10%

40 30 75% 10 25%

80 50 62% 30 38%

Improve retention – provide multiple learning episodes

Sousa, DA. 2011.

We remember best what we learn first and last in a learning episode

0 10 20 25 35 40 50

New Information Closure

Time in minutes

Practice

Prime-time 1 Prime-time 2Down-time

Deg

ree

of R

eten

tion

Sousa, DA. 2011.

Active learning promotes retentionLesson from Physics Education Reform

R. Hake, 1998

• 1-2 minute breaks to work with material

• 2-3 breaks during a 50 minute lecture

Long Term Memory Boost

•Think about what was just discussed and identify something that was an “eye-opener for you.

•Turn to your neighbor and tell them what it was.

Probability of storing information varies with the degree of sense and meaning that are present.

•Sense – learner understands based on past experience(s)

•Meaning – The information is relevant to the learner

Asking questions, posing problems, using cases, etc. and letting audience discuss and answer provides cognitive space

• Sense• Meaning

Distraction

The mere presence of a cell phone has been shown diminish attention and reduce performance on cognitively complex tasks.

(Thornton, Faires, Robbins, & Rollins, 2014)

Cognitive Load

If the demands on the brain are too high, meaningful learning will not occur.

Cognitive Load Theory

Three types of cognitive load

1. Intrinsic – the material being presented

• Images, sounds, written and spoken words relevant to what needs to be learned

2. Extrinsic – other irrelevant information available to the learner

• Images, sounds, written and spoken words not relevant to what needs to be learned

3. Germane – cognitive processes involved in making sense of material

Three types of Cognitive Load

http://theelearningcoach.com/learning/what-is-cognitive-load/

The cognitive load of working memory is limited

Mayer, R. (2002).

The cognitive load of working memory is limited

Mayer, R. (2001). Multimedia Learning. New York, NY: Cambridge University Press

The cognitive load of working memory is limited

Mayer, R. (2001). Multimedia Learning. New York, NY: Cambridge University Press

The cognitive load of working memory is limited

Mayer, R. (2001). Multimedia Learning. New York, NY: Cambridge University Press

Preventing Cognitive Overload

•Make every word and image count

•Busy clinical area• Move to quieter

area

Making complex material “fit’ into working memory

•Minimizing intrinsic cognitive load

Memorize

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15

Write down as much as you can.

Memorize

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15

Memorize

Medical Education learning theorists -Vygotsky, Argyris, Holt, Nonaka, Freire

Ref: http://cmapspublic3.ihmc.us/rid=1LNV3H2J9-HWSVMQ-13LH/Learning%20Theory.cmap

Write down as much as you can.

Memorize

Medical Education learning theorists -Vygotsky, Argyris, Holt, Nonaka, Freire

Ref: http://cmapspublic3.ihmc.us/rid=1LNV3H2J9-HWSVMQ-13LH/Learning%20Theory.cmap

Memorize

Write down as much as you can.

Memorize

Based on YOUR data, what is the capacity of your working memory, in chunks?

a. 3-5b. 8-10c. 12-14d. Infinite, if you pay attention

How much did you get correct?

Chunking material increases the amount of information that can be stored in short term memory

YOUR cognitive space Discuss with your neighbor

Describe how one concept just discussed could be applied to teaching in your discipline.

Planning your Teaching sessions

Food for Thought & Current trends

Less IS More

Less IS More #1

•Conclusion: 50% less time on teacher driven content + active learning = no detrimental effects on knowledge acquisition or attitude enhancement

• After hours residents teaching session• 2 groups

• 50 min lecture on effective use of diagnostic tools• Same content, but direct lecture was 30 min, rest of time resident-to-resident

interactions

• Results: knowledge + attitude pre/post• No statistical difference between groups

Haidet, et.al, 2004.

Less IS More #2

Results: Low density – students learned and retained more lecture information

Medical students

3 different lectures on same topic High density – 90% new information Medium density – 70% new information Low density – 50% new information

• Extra time spent restating, highlighting significance, more examples, and relating the material to the student's prior experience

Ref: Russell, et.al., 1984.

Teaching Techniques, not size of class, most affect retention• Experimental design – measure student learning in 2 types of classes:

• 1st - Large class – less lecturing, more student participation

• 2nd - Small lecture-predominant classes• Results: The greater the number of higher-level thought questions used in class, the higher the scores on the post test, IRRESPECTIVE of class size.

• Conclusion: method of instruction, not size of class, major ingredient in learning.

Ref: Ref: Bonwell and Eison, 1991, Active Learning, pp 16-17

The “new” teaching vogue

Flipping the classroom

Flipped classroom learning increases – Just the inclusion of Active Learning?

Jensen, J. L., Kummer, T. A., & Godoy, P. D. (2015)

Conclusions

•The brain needs to process information to move it to long term memory.

•Provide “brain space” to aid learning –• Decrease cognitive load• Chunk material• Intersperse active learning

Quick Quiz

• What was the fourth number from the end?• Name one learning theorist.• What was the next to last shape?

Quick Quiz

• What was the fourth number from the end?• 12

• Name one learning theorist.• Vygotsky, Argyris, Holt, Nonaka, Freire

• What was the next to last shape?

Learning is COMPLEX

https://pixabay.com/en/brain-mind-mindset-reality-544412/

It’s not what you tell your students that counts, but what they take away from the classroom

Ref: Silberman, M. 2006. Teaching Actively.

References• Bonwell, C. C., & Eison, J. A. (1991). Active learning creating excitement in the classroom.

Washington, DC: George Washington University, ERIC Clearinghouse on Higher Education.• Haidet, P., Morgan, R. O., O'Malley, K., Moran, B. J., & Richards, B. F. (2004). A controlled trial

of active versus passive learning strategies in a large group setting. Adv Health Sci EducTheory Pract, 9(1), 15-27.

• Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys, 66(1), 64-74. Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education, 14(1).

• Mayer, R. E. (2002). Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two-Way Street Between Cognition and Instruction. New Directions for Teaching and Learning, 2002(89), 55-71.

• Russell, I. J., Hendricson, W. D., & Herbert, R. J. (1984). Effects of lecture information density on medical student achievement. J Med Educ, 59(11 ), 881-889.

• Sousa, D. A. ((2011). How the Brain Learns. 4th ed. Corwin Publishing. • Thornton, B., Faires, A., Robbins, M., & Rollins, E. (2014). The mere presence of a cell phone

may be distracting: Implications for attention and task performance. Social Psychology, 45(6), 479-488. van Merrienboer, J. J., & Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Med Educ, 44(1), 85-93.