cirtl spring 2016 the college classroom meeting 1 - how people learn
TRANSCRIPT
CIRTL – The College Classroom
Meeting 1: How People Learn
January 28, 2016
Unless otherwise noted, content is licensed under
a Creative Commons Attribution- 3.0 License.
Peter Newbury
Center for Engaged Teaching, UC San Diego
Tom Holme
Department of Chemistry, Iowa State University
collegeclassroom.ucsd.edu
Peter Newbury
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Ph.D. Applied Math (Astronomy)
Associate Director,
Center for Engaged Teaching
University of California, San Diego
[email protected] @polarisdotca
peternewbury.org
Tom Holme
Ph.D. Chemistry
Professor, Chemistry Department
Iowa State University
[email protected] www.chem.iastate.edu/faculty/Tom_Holme
Who are you?
How People Learn - collegeclassroom.ucsd.edu 3 wordle.net
Blackboard Collaborate Orientation
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Who are you?
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1. Turn on your microphones and cameras and introduce
yourselves to the others in your breakout room.
2. Think about your best and worst undergraduate
classes. What did the instructor do to create those
experiences?
Why are we here?
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Why are we here?
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What do you think students are doing in a typical
university class?
A) listening
B) absorbing
C) learning
D) note-taking
E) distracted
The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu 8 image by um.dentistry on flickr CC
The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu 9 image by um.dentistry on flickr CC
The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu 10 image by um.dentistry on flickr CC
Here is an important new number
system. Please learn it.
11
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
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What’s this number?
12 How People Learn - collegeclassroom.ucsd.edu
Scientifically outdated, a known failure
13
We must abandon the
tabula rasa (blank slate) and
“students as empty vessels”
models of teaching and
learning.
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New Number System: tic-tac-toe code
14
1 2 3
4 5 6
7 8 9
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What number is this?
Type it in the chat window
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Constructivist Theory of Learning
16
New learning is based on knowledge you already have.
You store things in your long term memory through a set of connections with your existing memories.
(Image by Rebecca-Lee on flickr CC) How People Learn - collegeclassroom.ucsd.edu
Constructivist Theory of Learning
17
New learning is based on knowledge you already have.
You store things in your long term memory through a set of connections with your existing memories.
(Image by Rebecca-Lee on flickr CC)
learning is done
by individuals
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18 How People Learn - collegeclassroom.ucsd.edu
19 How People Learn - collegeclassroom.ucsd.edu
How People Learn
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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
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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
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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
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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
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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
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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 your breakout rooms…
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Key Finding
2
Implication
for Teaching
Implication
for Teaching
Implication
for Teaching
Designing
Classroom
Environments
27 How People Learn - collegeclassroom.ucsd.edu
Key Finding 1
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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
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Teachers must draw out and work with the preexisting understandings that their students bring with them.
(How People Learn, p 19.)
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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
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Schools and classrooms must be learner centered.
(How People Learn, p 23.)
Learning requires interaction [4]
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Learning requires interaction [4]
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Learning requires interaction [4]
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% of class time
NOT lecturing
Learning requires interaction [4]
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% of class time
NOT lecturing
Learning gain:
pre-test 0
100%
post-test
Learning requires interaction [4]
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% of class time
NOT lecturing
Learning gain:
pre-test 0
100%
post-test
0.50
Learning requires interaction [4]
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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 [4]
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In your breakout room, figure out
what story these data are telling us
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1 2
3 4
Learning requires interaction [4]
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1 2
3 4
Learning requires interaction [4]
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1 2
3 4
Key Finding 2
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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.)
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How People Learn - collegeclassroom.ucsd.edu 44
How People Learn - collegeclassroom.ucsd.edu 45
How People Learn - collegeclassroom.ucsd.edu 46
knowledge
framework
retrieval
Smith et al. [5]
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knowledge
framework
retrieval
Smith et al. [5]
48
knowledge
framework
retrieval
How People Learn - collegeclassroom.ucsd.edu Smith et al. [5]
Implications for Teaching 2
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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.
(How People Learn, p 20.)
Implications for Teaching 2
How People Learn - collegeclassroom.ucsd.edu 50
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.)
Key Finding 3
How People Learn - collegeclassroom.ucsd.edu 51
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
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The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.
(How People Learn, p 21.)
Implications for Teaching 3
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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
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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
Supporting metacognition
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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
“What questions do you have for me?”
Supporting metacognition
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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
“What questions do you have for me?”
…and give them enough time
to ask a useful question
57 How People Learn - collegeclassroom.ucsd.edu
Traditional classroom
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first exposure to material is in class, content is
transmitted from instructor to student
learning occurs later when student struggles alone to
complete homework, essay, project
learn easy stuff
together
learn hard
stuff alone
transfer assimilate
Flipped classroom
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student learns easy content at home: definitions, basic
skills, simple examples. Frees up class time for...
students are prepared to tackle challenging concepts in
class, with immediate feedback from peers, instructor
learn hard
stuff together
learn easy stuff
alone
transfer assimilate
collegeclassroom.ucsd.edu
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All course information,
presentations, links to
readings, discussions, etc.
will be on the class blog.
Each of you will have a username and password so you can
post to the blog. (You don’t need to login to access the
course materials or leave comments, though.)
(Image by kitsu on flickr CC)
Course blog is public so
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I can only provide links to copyrighted articles, not the
articles (PDF) themselves
you may need to be on-campus so you can use UCSD
credentials to access subscriptions
you may be able to connect from home with the UCSD web
proxy server (search Blink for “web proxy”)
Your posts and comments will be visible to the public.
Be aware of what and how you write: your posts
become part of your digital footprint.
If you include pictures in your posts, they must not be
protected by copyright (use Creative Commons pix?)
How you will be assessed
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To receive a completion certificate that shows you’ve
reached the CIRTL Associate level of achievement, you
must
attend all sessions
thoughtfully complete all assigned work.
contribute during class in a professional, collegial
manner.
Week 2:
Supporting expert-like thinking
Watch for communication with a description of tasks to complete
before next class.
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References
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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. Smith, J. & Tanner, K. (2010). The Problem of Revealing How Students Think:
Concept Inventories and Beyond. CBE – Life Sciences Education 9, 1.