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Center for Teaching Development (UCSD) Weekly Workshop: How People Learn January 17, 2013 ctd.ucsd.edu
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CTD WEEKLY WORKSHOPS:HOW PEOPLE LEARN
Peter Newbury Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
YOU CAN HELP
slides and resources: http://tinyurl.com/HowPeopleLearnCTD
Thursday, January 17, 201312:30 – 1:30 pm Center Hall, Room 316
2 How People Learn
Evidence-based teaching
How People Learn3
We know How People Learn.1
There is research that informs us. Let’s exploit the patterns of learning to make instruction more effective.
1. National Research Council. 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, 2000.
Available on-line (for free) at http://www.nap.edu/openbook.php?record_id=9853&page=1
The traditional lecture is based on the transmissionist learning model
How People Learn4 (Image by um.dentistry on flickr CC)
How People Learn
Scientifically Outdated, Culturally a Known Failure
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How People Learn
Let’s have a learning experience…
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Here is an important new number system. Please learn it.
How People Learn
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
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Test
How People Learn
What is this number?
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New Number System
How People Learn
Here’s the structure of the “tic-tac-toe” code:
1 2 3
4 5 6
7 8 9
10
Test
How People Learn
What is this number?
How People Learn
Constructivist theory of learning
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New learning is based on pre-existing knowledge that you hold.
You store things in long term memory through a set of connections that are made with previous existing memories.
Higher-level learning = brain development
T.J. Shors, “Saving New Brain Cells”Sci. Amer. 300, 46-54 (March 2009).
How People Learn
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 – Chapter 1, p 14.
How People Learn
Key Finding 2
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To develop competence in an area of inquiry, 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 – Chapter 1, p 16.
How People Learn
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 – Chapter 1, p 18.
Aside: metacognition
How People Learn15
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; if it strikes me that I should double check C before accepting it as fact.
(Flavell1,2, 1976, p. 232)
1. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.2. Brame, C. (2013) Thinking about metacognition. [blog] January, 2013, Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan 2013].
Aside: metacognition
How People Learn16
I wonder why I wonder why?I wonder why I wonder?I wonder why I wonder why I wonder why I wonder?
Richard Feynman
Image: Wikimedia Commonshttp://www.fnal.gov/pub/news/feynman.jpg
How People Learn
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 – Chapter 1, p 18.
How People Learn
Please break into groups of 3...
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Each set of cards has3 Key Findings3 Implications for Teaching3 Designing Classroom Environments
TASK: Match one Implication for Teaching and one Designing Classroom Environment to each Key Finding
Peer Instruction and How People Learn
How People Learn19
Evolution of the Solar System
How People Learn20
Today, we’ve been learning about the formation of the Solar System. Just like a geologist studies the exposed layers on a cliff-face, we study landforms on other planets and moons to find the chronology (sequence) of processes.
How People Learn21
Clicker question
Are features X and Y ridges or valleys?A) X=ridge,
Y=valleyB) X=valley,
Y=ridgeC) both are ridgesD) both are valleys
X
Y
Peer Instruction and How People Learn
How People Learn22
How People Learn23
Upcoming CTD Teaching and Learning Workshops:
To register, look for Wi13 Teaching and Learning Workshops at ctd.ucsd.edu
To learn more about peer instruction
January 24
Clickers 1: Intro to Peer Instruction with Clickers
January 31
Clickers 2: Writing Good Clicker Questions
February 7
Clickers 3: Click It Up a Level
How People Learn
How People Learn
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Learning is not about whatprofessors do.
It’s about what students do!
How People Learn
How People Learn
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Learning is not about whatprofessors do.
It’s about what students do!
Corollary: Students will not learn (just) by listening to the
professor explain
How People Learn
The Big Picture: Ask yourself
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Who is doing the work?You or the students?
CTD WEEKLY WORKSHOPS:HOW PEOPLE LEARN
Peter Newbury Center for Teaching Development,University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
YOU CAN HELP
slides and resources: http://tinyurl.com/HowPeopleLearnCTD
Thursday, January 17, 201312:30 – 1:30 pm Center Hall, Room 316
