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This is Important: Before we get started, could you please…. Use the Four Questions worksheet provided to prepare a short memorable introduction of yourself with answers to the four questions listed. Four Questions to Prime Self-Directed Learning. - PowerPoint PPT Presentation
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This is Important:Before we get started, could you please…
Use the Four Questions worksheet provided to prepare a short memorable introduction of yourself with answers to the four questions listed
Four Questions to Prime Self-Directed Learning
MetaLearning: Why Students Need Brain-Based Learning and How to Teach Them
Presented for WASC attendees ~ 2012
Stephen Carroll, PhDMelissa Ganus, EdD, MBA
Framing Our ObjectivesMotivate you to try metalearning techniques with your students to help them become more effective learnersProvide you with theories, resources, tools and inspiration to help you develop your own metalearning lessonsProvide you with tools to prove it works
The Problem:Students arrive in our classrooms knowing very little about the kinds of learning they are expected to do in collegeMuch of what they do “know” is wrongUsing the habits of learning they developed in high school leads to inefficient and ineffective learningReduced performance caused by the inaptness of their learning habits creates motivation and engagement problems that further reduce their academic performance—and learning.
The Solution:Teach students how to learnMetalearning Flight School is based on current research in cognitive science, the neurobiology of learning and learning theoryFour years worth of data and experience show that it makes a significant difference in students’ learning It’s especially effective in making students more self-motivated and more self-directed learners
VideosVideos available at Learninghabits.wordpress.comYoutube.com/user/learninghabits
Notes You Can Use
Summary Reflections: ASAP –
before sleeping
What’s worth reviewing &
remembering?
For Best Results:
Review Summary within 24 hours
Notes on what’s being presentedThought
s & feelings
that arise
Summary:
Date, Course, Page #
This makes sense!
Q: How does this connect with … ?
Quality of Life: Key CorrelatesTo move from “I want to be happy” to concrete objectives that will help them elevate quality of life, it is helpful to understand what’s correlated with high quality of lifeSources:
Gallup PollPositive PsychologyGross National Happiness
We want to move them toward habits that will help them build quality of life
Defining Learning
Typical Answers - UnderstandingKnowing somethingUnderstanding somethingBeing able to teach somethingGetting itEureka! Making a connection to something newInsightDiscoveryEnlightenment
Knowing that (vs knowing how)MemorizingBeing able to recallRemembering somethingUnderstanding the principlesSeeing the logicBeing able to extrapolateSeeing how it worksEpiphany
Typical Answers - SkillsBeing able to do somethingKnowing howFacilityDoing itMastering a procedure or processIncreasing level of proficiencyFollowing correct
proceduresBeing able to use what I knowBeing able to apply something in a new situationAcquiring the knack of somethingGains in craftsmanshipGetting better at something
Typical Answers - AffectiveLearning to like somethingGetting engagedBeing inspiredBeing motivatedFinding joyWanting to do moreWanting to practiceLooking for chnaces to use what I knowLearning to love
somethingLearning to see the beauty or complexity or artistry in somethingLearning to appreciate somethingGaining confidenceBecoming more interested in something
Typical Answers - HabitsBeing able to do something without paying a lot of attention
Doing things automatically
Integrating what I know into my life
Using what I know as a matter of course
Knowing when to use what I've learned
Ability to improvise based on what I already know
NeurobicsCross-lateral activity
The ART of Learning
Acquire new material
Retain new material
Transfer use of new material
R
A
T
Acquire
Retain
Transfer
The ART of Learning.
A is for Acquisition. Mnemonic=ABC: Actively
Build Connections.
Multiple neurons firing
A Basic Brain—not very fold-ey
A Better Brain—more fold-ey
GoalsFat sausagesFoldey lobesHairy neurons
The ART of Learning
R is RETAIN (Acronym)Review, Explain (Explore), Test, Analyze, INtegrate.
Key Factors Shaping Retention”Strong emotionRepetition and reinforcementSleep (then review)ExerciseHydration and nutritionRichness of the learning and studying environments
The ART of Learning
T is for Transfer (Bus transfer, job transfer)
Transfer is always about taking what you know and applying it to what you don’t know
Teaching for TransferTransfer is about pattern recognition and Changing setIt is the most difficult part of learning… and the least practiced!Students need to practice as much as possible
Principles derived from neurobiology:
1)Learning works best when it is conscious2)Learning actively connects new info to old info3)Learning requires real effort (difficult is good)4)Self-motivation accelerates learning by
reducing resistance (electrically and metaphorically)
5)Practice is critical:a)Multiple modes of practice create richer
and more persistent connectionsb)Reinforce learning within 24 hours to move
what was learned from short-term to long-term memory.
What Counts as a Habit?Periodic Routines & other activities we engage in without having to “think too hard”Activities or ways of thinking we do automatically when something we perceive triggers them. Typical instinctive reactions or learned patterns.
In context X, IF trigger Y is perceived , THEN reaction/response Z
Stages of Change Modelbased on the Transtheoretical Model developed by James O. Prochaska
Stages of Change Modelbased on the Transtheoretical Model developed by James O. Prochaska
Applying the Stages of Change Model
Learning Assessment for Courses
The Student Assessment of theirLearning Gains (SALG)
Free Tools at www.salgsite.org
Learning Assessment for Sessions
The Self-Assessment of Increases in Learning (SAIL)