Todd Zakrajsek, Associate ProfessorDepartment of Family Medicine

University of North Carolina at Chapel Hill919-636-8170

TODDZ@UNC.EDU

Teaching for Learning

2013 FALCON Conference Our Role as Teachers

November 8, 2013

Teaching is not easy…

Roadmap not always helpful…

Teach for Learning

Some material presented will be scary at times, but, seriously, teaching can be SO MUCH FUN!!!

Managing the

Course

FUNDAMENTAL TASKS OF TEACHING

Knowledge of the

Subject Matter

Interacting with

Students

Designing Learning Experienc

es

Beginning of the Course

Taxonomy of Significant Learning

CaringDeveloping new…

Feelings Interests Values

Learning How to Learn

Becoming a better student

Inquiring about a subject

Self-directing learners

Human DimensionsLearning about:

Oneself Others

IntegrationConnecting:

Ideas People Realms of life

Foundational KnowledgeUnderstanding and remembering:

Information Ideas

Application Skills Thinking: Critical, Creative, & Practical

Managing projects

Teach for Learning

I don’t understand this stuff at all? What are you talking about in class???

Design for Learning

What is your anticipated outcome?

How will you accomplish that outcome?

How will you know you were successful?

Card passing

What is one issue or concern you have with respect to your students and creating an effective learning environment?

Bligh, 2000, What’s the Use of Lectures? 2000, p.51; Hartley & Davies, 1978, Programmed Learning and Educational Technology:15:207-224.

Body’s Reaction to Lecturing

Lecture Breaks Increase Students’ Attention

Bligh, What’s the Use of Lectures? 2000, p.51.

Is this stuff really important, or do I just need to know it for the test???

What do you want your students to know or be able to do 5 years after graduation?

I shouldn’t have wasted all that time preparing for the presentation. It was a disaster…

Learn how to make better (good) assumptions!!!

The only real valuable thing is intuition. - Einstein

Assumptions

I learned this stuff last year. This is such a waste of time…

http://www.youtube.com/watch?v=DF04XPBj5uc

Long-Term Potentiation

I can’t learn in her class. I am a visual learner and she almost never has good pictures in her Powerpoint slides.

Learning Styles: Concepts and Evidence-- vision and olfactory very important

Pashler, McDaniel, Rohrer, & Bjork, 2009

Doyle and Zakrajsek, 2013

http://www.theonion.com/articles/parents-of-nasal-learners-demand-odorbased-curricu,396/

Parents Of Nasal Learners Demand Odor-Based CurriculumMarch 15, 2000

Basketball….

I can’t do math…I am not a good writer…

I can’t give presentations…I am terrible at tests…

I can’t learn…

Effort vs. Entity

Mueller & Dweck, 1998

mugnightvasesvector

http://www.manythings.org/anagrams/

gumthingsavescovert

marchingnamelesslicensedteachingthickens

charming

salesman

silenced

cheating

kitchens

hostinch fiberglaresisters

shot

chin

brief

large

resists

Trial 1 Trial 3

# P

robl

ems

Sol

ved

Standard

Place “Smart” and “Effort” in Proper Place

Trial 1 Trial 3

# P

robl

ems

Sol

ved

Standard

Effort

Smart

Carol Dweck, 2006

Entity – fixed, less risk, look smart, criticism is about self

Incremental – growth, accepting challenge, failure is opportunity, criticism is about task

I study all the time….but I never seem to get good grades.

Popular Study Techniques

1. ___ Elaborative Interrogation2. ___ Self-Explanation3. ___ Summarization4. ___ Highlighting/underlining5. ___ Keyword Mnemonic6. ___ Imagery for text7. ___ Rereading8. ___ Practice Testing9. ___ Distributed Practice10. ___ Interleaved Practice

Learning Techniques: Promising Directions from Cognitive and Educational Psychology, APS, Psychological Science, (2013) Dunlosky, Rawson, Marsh, Nathan, & Willingham.

Popular Study Techniques

1. Elaborative Interrogation (M)2. Self-Explanation(M)3. Summarization(L)4. Highlighting/underlining(L)5. Keyword Mnemonic(L)6. Imagery for text(L)7. Rereading(L)8. Practice Testing(H)9. Distributed Practice(H)10. Interleaved Practice(M)Learning Techniques: Promising Directions from Cognitive and Educational Psychology,

APS, Psychological Science, (2013) Dunlosky, Rawson, Marsh, Nathan, & Willingham.

I learn the stuff, but when I need it I can’t seem to remember it…

Prop

orti

on o

f id

eas

reca

lled

Retention Interval For Final Test

1 Week5 Minutes

SSSS

SSSTSTTT

Karpicke & Roediger, 2007

.40

.50

.60

.70

.80

Selected References

Angelo, T. A., & Cross K. P. (1993). Classroom assessment techniques (2nd ed.) San Francisco: Jossey-Bass.

  Bjork, R. A., & Linn, M. C. (2006, March). The Science of Learning and the Learning of Science: Introducing Desirable Difficulties. American Psychological Society Observer, 19, 29- 39.  Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.  Chickering, A., & Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, October, 3-6.  Goldstein, N. J., Cialdini, R. B., & Griskevicius, V. (2008). A room with a viewpoint: Using normative appeals to motivate environmental conservation in a hotel setting. Journal of Consumer Research, 35, 472-482.  Halpern, D. F. & Hakel, M.D. (2002). Applying the science of learning to university teaching and beyond. New Directions in Teaching and Learning, 89. San Francisco, CA: Jossey-Bass.  

 

   

Selected References

Karpicke, J.D., & Roediger, H.L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162.   Mueller, C.M. & Dweck, C.S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9 (3), 105-119. Available Online - http://psi.sagepub.com/content/9/3/105.full  Recht, D.R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80, 16 – 20.   Wilson, T.D., Damiani, M. & Shelton, N. (2002). Improving the academic performance of college students with brief attributional interventions. In Joshua Aronson, Ed., Improving Academic Achievement: Impact of Psychological Factors on Education. (pp. 91-108). New York: Academic Press.