How People Learn Donald P. Buckley, Ph.D. Associate Professor of Biology Director of Instructional Technology, School of Health Sciences Quinnipiac University

QQUINNIPIAC UINNIPIAC UUNIVERSITYNIVERSITY

How People LearnHow People Learn

Donald P. Buckley, Ph.D.

Associate Professor of BiologyDirector of Instructional Technology, School of Health Sciences

Quinnipiac University

Apple Distinguished EducatorComputerworld Smithsonian Laureate





QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIAC

We Are HistoryThis is Our Revolution

We Are HistoryThis is Our Revolution

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIAC KnowingKnowing

The meaning of “knowing” has shifted from being able to repeat and remember information

to being able to find and use it

Herbert SimonNobel Laureate

The meaning of “knowing” has shifted from being able to repeat and remember information

to being able to find and use it

Herbert SimonNobel Laureate


A Revolution in Education?A Revolution in Education?

1. Disappointing literacies have provoked soul-searching1. Disappointing literacies have provoked soul-searching 1. Disappointing literacies have provoked soul-searching1. Disappointing literacies have provoked soul-searching

Emergence of the Learning ParadigmEmergence of the Learning ParadigmEmergence of the Learning ParadigmEmergence of the Learning Paradigm

2. The Decade of the Brain:2. The Decade of the Brain: 2. The Decade of the Brain:2. The Decade of the Brain:

the cognitive development of learningthe cognitive development of learningthe cognitive development of learningthe cognitive development of learning

3. Computing tools facilitate3. Computing tools facilitate 3. Computing tools facilitate3. Computing tools facilitate

Simulation, data collection/analysis, & authoringSimulation, data collection/analysis, & authoring

CommunicationCommunication

Formative AssessmentFormative Assessment

Simulation, data collection/analysis, & authoringSimulation, data collection/analysis, & authoring

CommunicationCommunication

Formative AssessmentFormative Assessment


But where do we start?

Bransford, Brown and Cocking, 2000.


The core goal is:

Learning with Understanding

The core goal is:



Key Findings about LearningKey Findings about Learning

Learning is constructive

we must confront and build on theexperiences and beliefs that students

bring to their learning experiences

Students need knowledge to learn with understanding - our goal is making meaning

Students must develop metacognitive skills that are reflective and help them to gauge their progress toward making meaning …this is the gate to life-long learning

Learning is constructive

we must confront and build on theexperiences and beliefs that students

bring to their learning experiences


Students must develop metacognitive skills that are reflective and help them to gauge their progress toward making meaning …this is the gate to life-long learning


Elements of Learning Environments


FormativeAssessmentFormativeAssessment

KnowledgeCenteredApproaches


LearningCentered

Approaches

LearningCentered

Approaches

Learning SituatedIn Social ContextLearning SituatedIn Social Context



Teaching So That StudentsLearn with UnderstandingTeaching So That StudentsLearn with Understanding

Learning is improved by being:

Learner-centered

Knowledge-centered

Assessment-centered

All situated within social context


Learner-centered

Knowledge-centered

Assessment-centered





Learner-centered

Knowledge-centered

Assessment-centered



Learner-centered

Knowledge-centered

Assessment-centered









National Training Laboratory, Bethel Maine

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACMemory for Words versus PicturesMemory for Words versus Pictures

How well do we remember?• Best: Pictures alone• Next best: Pictures and Words• Worst: Words alone

Different communication formats entail different learning opportunities, e.g. words

• Linear strings of concept elements• Limited to 5-7 elements• With overload, we loose the middle elements• Then an individualistic synthesis

How well do we remember?• Best: Pictures alone• Next best: Pictures and Words• Worst: Words alone

Different communication formats entail different learning opportunities, e.g. words

• Linear strings of concept elements• Limited to 5-7 elements• With overload, we loose the middle elements• Then an individualistic synthesis




Gender DifferencesGender Differences

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACThe Biology of PersonalityThe Biology of Personality


Where do brain-based learning principles begin?Where do brain-based learning principles begin?

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACA Neuron Firing - Cell Body and AxonA Neuron Firing - Cell Body and Axon


Learning involves neurons communicating signals - the synapse

Learning involves neurons communicating signals - the synapse

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACSynaptic NetworksSynaptic Networks

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACHow does the brain learn?How does the brain learn?

Overproduction and cropping of synapses(early development …like sculpting a statue from rock)

Addition of new synapses(throughout life …like adding pieces to the complete statue)

Modification of synapses (Long Term Potentiation) (neurons fire easier after being modified by experience)

Overproduction and cropping of synapses(early development …like sculpting a statue from rock)

Addition of new synapses(throughout life …like adding pieces to the complete statue)

Modification of synapses (Long Term Potentiation) (neurons fire easier after being modified by experience)


To a large extent…

the depth of learning depends on how

extensive a cognitive engagement is

...and how recurrent

To a large extent…

the depth of learning depends on how

extensive a cognitive engagement is

...and how recurrent


QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACEmotionsEmotions

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACEmotions and LearningEmotions and Learning

Old view:

logic and emotions are incongruent

WRONG!

Old view:

logic and emotions are incongruent

WRONG!

emotionsemotions

thinkingthinking learninglearning

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACEmotions & LogicEmotions & Logic

Emotions and logic work together:

Logic sets the goal

Emotion creates the passion to act on the goal

therefore

Emotion Pervades Logic Processing

Emotions and logic work together:

Logic sets the goal

Emotion creates the passion to act on the goal

therefore

Emotion Pervades Logic Processing

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACEmotion Pervades LogicEmotion Pervades Logic

Evidence?

Remove frontal-lobe areas:

• most intelligence is re-learned

Remove the amygdala: devastating changes...

• loose creative play

• loose imagination

• loose key decision making processes

• loose nuances of emotion that drive:

Art Humor Love Music Altruism

Evidence?

Remove frontal-lobe areas:

• most intelligence is re-learned

Remove the amygdala: devastating changes...

• loose creative play

• loose imagination

• loose key decision making processes

• loose nuances of emotion that drive:

Art Humor Love Music Altruism


Emotions OccupyThe Brain’s Super

Highway

Emotions OccupyThe Brain’s Super

Highway


Emotions:

What kind of cognitive engagement?

Emotions:

What kind of cognitive engagement?

• Emotions get high priority in processing (occupying the brain’s super highway)

Therefore emotion-laden learning is well remembered

• Emotions heighten attention, activating & chemically stimulating the brain

• Emotions have own memory pathways

Therefore, emotions act as the glue in learning & cognition

• Emotions get high priority in processing (occupying the brain’s super highway)

Therefore emotion-laden learning is well remembered

• Emotions heighten attention, activating & chemically stimulating the brain

• Emotions have own memory pathways

Therefore, emotions act as the glue in learning & cognition

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACHow Does Memory Work?How Does Memory Work?

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACMemoryMemory

Old interpretation: memories are records of the past stored for later recall

New interpretation: memory is a process for reconstructing a tangible interpretation of the past

Memory uses the same process used to imagine or to anticipate the future …reconstruction based on learned models

Old interpretation: memories are records of the past stored for later recall

New interpretation: memory is a process for reconstructing a tangible interpretation of the past

Memory uses the same process used to imagine or to anticipate the future …reconstruction based on learned models


What do we remember?What do we remember?

Even perception is an assembly processes …based on reconstruction

We build mental models of our experiences

We learn mostly patterns and themes

We usually don’t learn the details

So what are memories and where do the details go?

Even perception is an assembly processes …based on reconstruction

We build mental models of our experiences

We learn mostly patterns and themes

We usually don’t learn the details

So what are memories and where do the details go?

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACMemory is InterpretiveMemory is Interpretive

Mind is not a passive recorder of events

Storing & recalling memories are constructive & reconstructive activities

• People presented with events in a random sequence will reorder them during recall

• Recall words in a list (yes or no): sour-candy-sugar-bitter-good-taste-tooth-knife-honey-chocolate-cake-tart-pie

…will remember sweet, but it's not on the list

The brain uses inference processing to relate events

Mind is not a passive recorder of events

Storing & recalling memories are constructive & reconstructive activities

• People presented with events in a random sequence will reorder them during recall

• Recall words in a list (yes or no): sour-candy-sugar-bitter-good-taste-tooth-knife-honey-chocolate-cake-tart-pie

…will remember sweet, but it's not on the list

The brain uses inference processing to relate events


Memory of ExperiencesMemory of Experiences

When children are asked if a false event occurred…• Immediate response = "no"• Repeated discussions will change response• By 12 weeks, fully elaborated recounts

Repeatedly listing words with adults…• In repeated listings, words recalling non-experienced

events map to the same regions of the brain as words for experienced events

• MRI reveals that Q&A about true and false events light up same parts of the brain

Experiences are constructive and don't necessarily reflect reality - Learning builds on past experience

When children are asked if a false event occurred…• Immediate response = "no"• Repeated discussions will change response• By 12 weeks, fully elaborated recounts

Repeatedly listing words with adults…• In repeated listings, words recalling non-experienced

events map to the same regions of the brain as words for experienced events

• MRI reveals that Q&A about true and false events light up same parts of the brain

Experiences are constructive and don't necessarily reflect reality - Learning builds on past experience

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACKinds of MemoryKinds of Memory

Declarative memory• Facts and events

mostly in hippocampus

Procedural or nondeclarative memory• skills and other cognitive operations• can't be represented in declarative sentences

mostly in the neostriatum

Declarative memory• Facts and events

mostly in hippocampus

Procedural or nondeclarative memory• skills and other cognitive operations• can't be represented in declarative sentences

mostly in the neostriatum

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIAC Kinds of MemoryKinds of Memory

ExplicitExplicit ImplicitImplicit

SemanticSemantic EpisodicEpisodic ProceduralProcedural ReflexiveReflexive

ConditionedConditioned EmotionalEmotional


Semantic (book-learning) MemorySemantic (book-learning) Memory


Episodic (contextual) MemoryEpisodic (contextual) Memory

Ask yourself:

What were you doing when you learned that JFK had been shot?

What did you have for dinner last night?

Most of us can remember things that are situated in space or time ...Episodic Memory

Ask yourself:

What were you doing when you learned that JFK had been shot?

What did you have for dinner last night?

Most of us can remember things that are situated in space or time ...Episodic Memory


Episodic (contextual) MemoryEpisodic (contextual) Memory

Episodic memory has:

• unlimited capacity,

• forms quickly and effortlessly, and

• is used naturally by everyone

Our visual memory records both

“what” and “where”

Problem: contamination (similar contexts for different memories)

Episodic memory has:

• unlimited capacity,

• forms quickly and effortlessly, and

• is used naturally by everyone

Our visual memory records both

“what” and “where”

Problem: contamination (similar contexts for different memories)


How do we conduct critical inquiry?How do we conduct critical inquiry?


study

understanding

defer judgement

collectevidence

BELIEF

study

understanding

Hypothesis

A

Hypothesis

B

Hypothesis

A

Hypothesis

B

The Process of Critical Inquiry

BELIEF

This is how the

brain seems to be wired!

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACWhy?Why?

The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :

Perception

Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence

The part of the brain that we use for critical inquiry seems to have evolved from part of the brain that we use for :

Perception

Which draws lots of assumptions and makes lots of snap decisions in order for us to navigate though our daily existence




Learner-centered

Knowledge-centered

Assessment-centered



Learner-centered

Knowledge-centered

Assessment-centered


QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACComparison of Novices and ExpertsComparison of Novices and Experts

Novices versus Experts Novices versus Experts

Left -brain

Serial processing

Scanning possibilities

Superficial distracters

Abstraction

Left -brain

Serial processing

Scanning possibilities

Superficial distracters

Abstraction

Right-brain

Parallel processing

Recognizing useful patterns

Core concepts

Perception

Right-brain

Parallel processing

Recognizing useful patterns

Core concepts

Perception


How Experts Differ From Novices:Experts Notice Meaningful Patterns Not Noticed by Novices

How Experts Differ From Novices:Experts Notice Meaningful Patterns Not Noticed by Novices

Early hypothesis: experts and novices both think through all possible solutions, but with different efficiencies

Results:

• Neither novices or experts consider all possibilities

• Experts consider possibilities that have more value …how?

• Experts chunk the content differently

Early hypothesis: experts and novices both think through all possible solutions, but with different efficiencies

Results:

• Neither novices or experts consider all possibilities

• Experts consider possibilities that have more value …how?

• Experts chunk the content differently

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACLearning and Short Term MemoryLearning and Short Term Memory

Short term memory has a limited capacity

But the elements of short term memory can be:• A fact• Or an organized set of facts

Learning with expertise is a matter of• chunking - packaging information for learning• possession of previously built schema

Short term memory has a limited capacity

But the elements of short term memory can be:• A fact• Or an organized set of facts

Learning with expertise is a matter of• chunking - packaging information for learning• possession of previously built schema


Chunking: Novice & Experti.e., n00b versus guy with mad skillzChunking: Novice & Experti.e., n00b versus guy with mad skillz

schemaschema schemaschema

schemaschema schemaschema

expertexpert

novicenovice

factfact


How Experts Differ From Novices:

Experts Have Considerable Content Knowledge That Is Organized In Ways That Reflect Deep Understanding of Content Area

How Experts Differ From Novices:

Experts Have Considerable Content Knowledge That Is Organized In Ways That Reflect Deep Understanding of Content Area

We use short term memory for

Schema

This knowledge seems to have a hierarchical, highly organized structure that functions in retrieval

Learning and Encoding

We use short term memory for

Schema

This knowledge seems to have a hierarchical, highly organized structure that functions in retrieval

Learning and Encoding

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACChunking & Background KnowledgeChunking & Background Knowledge

Then same with letters …back to 7 again Then same with letters …back to 7 again

Train to remember digit strings

From 7 to over 70 within 30 days

Train to remember digit strings

From 7 to over 70 within 30 days

Break big strings into smaller number of elements (chunking)

Each chunked element was remembered with a trick: races (background knowledge)

94100 = 9.41 seconds for 100 yards 3591 = 3 minutes, 59.1 seconds for 1 mile

Break big strings into smaller number of elements (chunking)

Each chunked element was remembered with a trick: races (background knowledge)

94100 = 9.41 seconds for 100 yards 3591 = 3 minutes, 59.1 seconds for 1 mile


examplesexamples

• Non-meaningful chess patterns:

Master = Class A …no schema

• Non-meaningful chess patterns:

Master = Class A …no schema

• Meaningful chess patterns:

Master > Class A

• Meaningful chess patterns:

Master > Class A

Remembering Chess Patterns:

Master versus Class A (good but not a master)

Remembering Chess Patterns:

Master versus Class A (good but not a master)

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACexamples: Remembering Chess Pieces:examples: Remembering Chess Pieces:

10-11 yr chess playersremember chess pieces better than

college students

because of their background learning

one doesn't have to be an expert to have expertise

10-11 yr chess playersremember chess pieces better than

college students

because of their background learning

one doesn't have to be an expert to have expertise

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACProblem Solving in PhysicsProblem Solving in Physics

Expert Explanations: Concepts, "Big Ideas"

Expert 2: conservation of energy

Expert 3: work-theory theorem…

Expert 4: these can be done from energy considerations. Either you should know the principle of conservation of energy…

Expert Explanations: Concepts, "Big Ideas"

Expert 2: conservation of energy

Expert 3: work-theory theorem…

Expert 4: these can be done from energy considerations. Either you should know the principle of conservation of energy…

Novice Explanations: Superficial Features

Novice 1: blocks on an inclined plane

Novice 2: inclined plane problems, friction

Novice 3: blocks on inclined planes w/ angles

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACUnderstanding and TransferUnderstanding and Transfer

Teaching principles:Learning with understanding

Teaching principles:Learning with understanding

Teaching rote application of memorized formula

Teaching rote application of memorized formula

Is the learning transferred to novel but analogous tasks?Is the learning transferred to novel but analogous tasks?

Learning with understanding group: YESLearning with understanding group: YES

Rote memorization group: "we haven't had that yet"Rote memorization group: "we haven't had that yet"

PedagogyPedagogyPedagogyPedagogy

Transfer?Transfer?Transfer?Transfer?

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACProblem Solving and UnderstandingProblem Solving and Understanding

Word problem asked:

"There are 26 sheep and 10 goats. How old is the captain?"

Word problem asked:

"There are 26 sheep and 10 goats. How old is the captain?"

Results of learners:

Experts: Recognized that the problem is not solvable

Novices (children): not a coherent sense of core concept

e.g., 36 "…well, you need to add or subtract or multiply in a problem like this, and this one seemed to work best if I add" (Bransford and Stein, 1993)

Results of learners:

Experts: Recognized that the problem is not solvable

Novices (children): not a coherent sense of core concept

e.g., 36 "…well, you need to add or subtract or multiply in a problem like this, and this one seemed to work best if I add" (Bransford and Stein, 1993)


Reaching Students: Teaching HamletReaching Students: Teaching Hamlet

Steve' Pedagogy: Connecting with student emotions, asking:• How would you feel if your father died all of a sudden?• …and then your mother immediately remarried?• …and her new husband took over the family business?• …and the new guy may have murdered your Dad?• …and your Mom might have helped him to do it?

How would your feel? How desperate would you be?What would you do? Would you be yourself?What circumstances might drive someone to murder?

Steve' Pedagogy: Connecting with student emotions, asking:• How would you feel if your father died all of a sudden?• …and then your mother immediately remarried?• …and her new husband took over the family business?• …and the new guy may have murdered your Dad?• …and your Mom might have helped him to do it?

How would your feel? How desperate would you be?What would you do? Would you be yourself?What circumstances might drive someone to murder?

Jake and Steve are both Shakespearean teacher/scholars Jake and Steve are both Shakespearean teacher/scholars

Jake's pedagogy: Passion for formal literary scholarship• Linguistic flexivity• Modernism• In-depth analysis of soliloquies• Memorization of long passages

Jake's pedagogy: Passion for formal literary scholarship• Linguistic flexivity• Modernism• In-depth analysis of soliloquies• Memorization of long passages


TransferTest

TransferTest

PossiblePredictions

(%)

5025

Group 3Group 3

Group 2Group 2

Group 1Group 1

Effectiveness of Preparation for Learning with UnderstandingEffectiveness of Preparation for Learning with Understanding

Studied aResearchPaper

Studied aResearchPaper

XXXX

Lecture Designed toOrganize Knowledge &

Learn with Understanding

Lecture Designed toOrganize Knowledge &

Learn with Understanding

XXXX

XXXX

Experimental TreatmentsExperimental Treatments

from Schartz et al., 1999from Schartz et al., 1999

Preface:Studied

Data Sets

Preface:Studied

Data Sets

XXXX

X XX XX XX X


What is Learning?What is Learning?

Memorizing Facts Is Necessary, But Inadequate

Learn for Understanding

Application to Solve New Problems




Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning

TransferTransfer




Learner-centered

Knowledge-centered

Assessment-centered



Learner-centered

Knowledge-centered

Assessment-centered


QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACMajor Kinds of AssessmentMajor Kinds of Assessment

Summative Assessment - measuring learning outcomes

Formative Assessment - a pedagogical steering wheel

• Communicate learning goals to students

• Provide timely feedback to students

• Collect diagnostic clues about student needs

• Build an incentive system for competency standards

Summative Assessment - measuring learning outcomes

Formative Assessment - a pedagogical steering wheel

• Communicate learning goals to students

• Provide timely feedback to students

• Collect diagnostic clues about student needs

• Build an incentive system for competency standards

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACTechnology assessment tools…Technology assessment tools…


Assessment StylesAssessment Styles

Open-endedassessment styles

Structured assessmentstyles

Open-endedassessment styles

Structured assessmentstyles

Utility ofUtility ofCompetingCompeting

AssessmentAssessmentStylesStyles

Utility ofUtility ofCompetingCompeting

AssessmentAssessmentStylesStyles

LearnFacts

LearnInquiry

LearnConcept

s

main learning goal

foundational information

main learning goal

foundational information


Open-ended AssessmentA Contradiction?

Open-ended AssessmentA Contradiction?

Perhaps some structured formative assessment

Portfolio model …report authoring

Epsitemological scaffolding …e.g., 3 P's

Iterative, analogous scenarios

Path analysis …monitor decision making

Perhaps some structured formative assessment

Portfolio model …report authoring

Epsitemological scaffolding …e.g., 3 P's

Iterative, analogous scenarios

Path analysis …monitor decision making




Learner-centered

Knowledge-centered

Assessment-centered



Learner-centered

Knowledge-centered

Assessment-centered


QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACLearning is a social activityLearning is a social activity

Recent review of 400 teaching reform projects:

Mixture of teaching innovations:

• Active learning• Active and cooperative learning

Cooperative learning invariably improved learning outcomes, even with powerful pedagogies

Recent review of 400 teaching reform projects:

Mixture of teaching innovations:

• Active learning• Active and cooperative learning

Cooperative learning invariably improved learning outcomes, even with powerful pedagogies


Learning: Best with Social Interaction and Environmental Richness Combined

Learning: Best with Social Interaction and Environmental Richness Combined Treatment: activity of rat brains

• Environmental complexity (cages were complex and changed often)

• Social interactions (caged individually or in groups)

Measured: ratio of astrocytes per neuron (brain activity)

Results:

• Environmental richness inevitably increased brain activity, whether alone or interacting socially

• Greatest effects when environmental richness and social interactions are combined

Treatment: activity of rat brains

• Environmental complexity (cages were complex and changed often)

• Social interactions (caged individually or in groups)

Measured: ratio of astrocytes per neuron (brain activity)

Results:

• Environmental richness inevitably increased brain activity, whether alone or interacting socially

• Greatest effects when environmental richness and social interactions are combined


Why do social interactions matter?Why do social interactions matter?

One possible reason…

When we articulate our thoughts …make words

We turn on a part of the brain involved with:

• Communication

• Synthesis

• Long term memory formation

One possible reason…

When we articulate our thoughts …make words

We turn on a part of the brain involved with:

• Communication

• Synthesis

• Long term memory formation


TeachingTeaching

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACTeaching ExpertiseTeaching Expertise

Good teaching requires more than a set of general teaching principles

Good teaching requires more than a set of general teaching principles

Teaching requires well organized knowledge:• Concepts• Inquiry methods

Teaching requires well organized knowledge:• Concepts• Inquiry methods

This knowledge is discipline specific This knowledge is discipline specific

But is content knowledge is not enough But is content knowledge is not enough


Content Knowledge Is Not EnoughContent Knowledge Is Not Enough

ContentKnowledge


PedagogicalKnowledge



PedagogicalContent

Knowledge


QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACExpert TeachersExpert Teachers

Know the structure of their disciplines• Foundational information• Important concepts• Methods of inquiry

Possess cognitive roadmaps that guide the assignments that they give students

Employ formative assessments to communicate goals and to gauge student progress

Have examples & narratives that bring the content to life for the student

Know the structure of their disciplines• Foundational information• Important concepts• Methods of inquiry

Possess cognitive roadmaps that guide the assignments that they give students

Employ formative assessments to communicate goals and to gauge student progress

Have examples & narratives that bring the content to life for the student

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACBarbara Johnson is a master teacherBarbara Johnson is a master teacher

Starts course by asking students

• What questions do you have about yourself?

• What questions do you have about the world?

She lists the answers and organizes students into groups

Each group discusses the questions to prioritize and seek themes

Starts course by asking students

• What questions do you have about yourself?

• What questions do you have about the world?

She lists the answers and organizes students into groups

Each group discusses the questions to prioritize and seek themes

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACLearning with Understanding…Learning with Understanding…

They all create an agenda of investigations together

At a late stage in the investigations, they reviewed where they were in the context of the curriculum

Students are surprised to discover that their interests were intermeshed with formal disciplines and that so many disciplines had been engaged

Students have• engaged emotions• reconstructed previous knowledge• constructed new knowledge from previous foundations• developed their critical inquiry skills• assumed the authority of knowledge making• built a community of learners and team mates

They all create an agenda of investigations together

At a late stage in the investigations, they reviewed where they were in the context of the curriculum

Students are surprised to discover that their interests were intermeshed with formal disciplines and that so many disciplines had been engaged

Students have• engaged emotions• reconstructed previous knowledge• constructed new knowledge from previous foundations• developed their critical inquiry skills• assumed the authority of knowledge making• built a community of learners and team mates


What makes Barbara successful?She has pedagogical-content knowledge

What makes Barbara successful?She has pedagogical-content knowledge

She could map content and curricular agendas onto student identified interests and projects and communicate to the students the scholarly nature of their activity

A general strategy for holding this kind of class would not work without content knowledge

Knowing the content alone would not prepare a teacher to support a learner-centered experience like this

She could map content and curricular agendas onto student identified interests and projects and communicate to the students the scholarly nature of their activity

A general strategy for holding this kind of class would not work without content knowledge

Knowing the content alone would not prepare a teacher to support a learner-centered experience like this

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACSummarySummary


Key Findings about LearningKey Findings about Learning

Learning is constructive and reconstructive

we must confront and build on the

experiences and beliefs that students bring


To become life-long learners, students must develop metacognitive skills that are reflective and help them to gauge their progress toward making meaning

Learning is constructive and reconstructive

we must confront and build on the

experiences and beliefs that students bring


To become life-long learners, students must develop metacognitive skills that are reflective and help them to gauge their progress toward making meaning




FormativeAssessmentFormativeAssessment



LearningCentered

Approaches

LearningCentered

Approaches

Learning SituatedIn Social ContextLearning SituatedIn Social Context



Learning, Understanding, and TransferLearning, Understanding, and Transfer







Students Need to Build Their Own MeaningStudents Need to Build Their Own Meaning

TransferTransfer

QQUINNIPIACUINNIPIACQQUINNIPIACUINNIPIACLearning with UnderstandingLearning with Understanding

The Third International Mathematics and

Science Survey (TIMSS; Schmidt, 1997)

"criticized curricula that are a mile wide and an inch deep"

and argued that this is more of a problem in

the U.S. than in other countries.

"The fact that expert's knowledge is organized

around important ideas or concepts suggests that

curricula should also be organized in ways

that lead to conceptual understanding"

The Third International Mathematics and

Science Survey (TIMSS; Schmidt, 1997)

"criticized curricula that are a mile wide and an inch deep"

and argued that this is more of a problem in

the U.S. than in other countries.

"The fact that expert's knowledge is organized

around important ideas or concepts suggests that

curricula should also be organized in ways

that lead to conceptual understanding"NRC, 2000


Teaching Reform First Principles

Teaching Reform First Principles


Balancing Learning and Coverage

Formative Assessment


Balancing Learning and Coverage

Formative Assessment



How People LearnHow People Learn









Documents

How People Learn Donald P. Buckley, Ph.D. Associate Professor of Biology Director of Instructional Technology, School of Health Sciences Quinnipiac University