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How People Learn

How People Learn. Mary Pat Wenderoth University of Washington. How People Learn. J. Bransford , National Research Council 1999. Three major findings:. 1. Address students’ alternative conceptions.

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How People Learn

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  1. How People Learn Mary Pat Wenderoth University of Washington

  2. How People Learn J. Bransford, National Research Council 1999 Three major findings: 1. Address students’ alternative conceptions 2. Build BOTH a deep foundation of factual knowledge AND strong conceptual framework. 3. Enhance students’ ability to monitor learning (metacognition)

  3. 1. Address students’ alternative conceptions. Summer in North America What causes the seasons? autumn summer winter Winter in South America! spring http://www.learner.org/resources/series28.html

  4. 2. Build BOTH factual knowledge AND conceptual framework. Pages published in PNAS 1950-2012

  5. The value of conceptual frameworks The chessboard challenge How People Learn, Chase & Simon 1973

  6. Correctly place the 25 chess pieces

  7. Chess masters – Class A players – Beginners

  8. Board #2

  9. 2. Build BOTH Factualknowledge Conceptual framework

  10. What are the key conceptual frameworks in your field?

  11. 3. Enhance students’ metacognition. KNOWLEDGE about cognition What to study How to study When and why to study REGULATION of cognition Plan studying Monitor studying Evaluate effectiveness of study strategies How to help your students learn to monitor their understanding? Schraw 1998 Instructional Science 26:113

  12. Learning Paragraphs • -Due every Friday at 10 am-Respond to question posted on web

  13. Learning Paragraphs • Final Question: • How has reflecting on your learning each week influenced your learning in Biol 350? • Results: • 85% noted a positive influence on learning • Got them to stop for a moment in their busy worlds.

  14. Learning Paragraphs Student comment: “Some weeks no matter how much I thought I was paying attention in class it would be Thursday night and I’d be thinking ‘Huh? What did I learn this week? Oh yeah….’ which got me to examine what was going on in class and the learning process before the weekend completely wiped everything away.”

  15. Summary Sheets

  16. How People Learn National Research Council 1999 Three major findings: 1. Address alternative conceptions 2. Build conceptual framework 3. Monitor learning------metacognition How to implement in classroom?

  17. Science of Learning • Audio-visual • Demonstration • Discussion • Lecture • Practice • Reading • Teaching NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314 http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

  18. Science of Learning • Audio-visual • Demonstration • Discussion • Lecture • Practice • Reading • Teaching NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314 http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

  19. Science of Learning Students talking teaching • Audio-visual • Demonstration • Discussion • Lecture • Practice • Reading • Teaching practice Faculty talking discussion demonstration audio-visual reading lecture The National Training Laboratories of Alexandria VA The New Science of Teaching and Learning by Tracey Tokuhama-Espinosa 2010

  20. How to implement in your classroom? Use of Clickers and Peer Instruction

  21. revote revote Q2: Isomorphic question Smith et al. Science 2009 Smith et al. CBE- Life Science Education 2011

  22. Instructor explains Q1 Q2 Peer Alone Q1 “Priming” Smith et al. Science 2009 Smith et al. CBE- Life Science Education 2011

  23. Guiding Principles “Ask, Don’t Tell” The person doing the talking is doing the learning

  24. Senior level- Developmental Biology course • Small group (4-5 students) work in class of 50 • Two sections of same class • Use of clicker questions • Record, transcribe, analyze conversations for reasoning 0 - no reasoning noted 1 student gave explanation 2 or more students exchanged ideas 3-two or more students exchanged ideas and gave warrants % of transcripts Knight, J. and B. Couch presentation at SABER 2013

  25. Senior level- Developmental Biology course significantly higher quality of reasoning Knight, J. and B. Couch presentation at SABER 2013

  26. Avoid “Clicker Abuse” 1. Pose a challenging higher order question (< 60% correct) 2. First, let students answer alone 3. Do not show results 4.Encourage peer discussion 5. Revote 6. Instructor led debrief - asking for LOGIC behind answer Smith et al. Science 2009 Smith et al. CBE- Life Science Education 2011 Mazur Peer- Instruction Your prompts are key

  27. Increased Course StructureImproves Performance in Introductory Biology LOW MEDIUM HIGH Fall 2002 --lecturing --Socraticmethod Spring 2005 --lecturing --clicker Q--reading Q Fall 2009 --No lecturing (at all) --6+ clicker Q-- weekly practice exam-- daily reading Q--15 random calls Bloom ALL exam questions from Fall 2002 - 2009 Bloom level increased from 2.7 to 3.1 Freeman, Hake, & Wenderoth (2011)CBE—LSE 10, 175–186

  28. Increased Course Structure Improves Performance in Introductory Biology Student learning Faculty talking Freeman, Hake, & Wenderoth (2011) CBE—LSE 10, 175–186

  29. Cognitive Science of Learning

  30. Fixed vs Fluid Thinkers Self-Theories by Carol Dweck

  31. FixedvsFluid Intelligence set amount unlimited Risk-tolerance low high Failure validation challenge

  32. Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence Aronson, Fried & Good- Journal of Experimental Social Psychology 38, 113–125 (2002) 79 Stanford Undergrads 42 Black --- 37 White

  33. Scholastic Pen Pal Program Write a letter to a struggling middle school student from an impoverished community. 3- 1 hr sessions over 10 days Malleable pen pal Control pen pal Brain is “like a muscle” Intelligence composed of many different abilities

  34. Series of questions- malleable ------- fixed mind set 6 1 Malleable pen pal Control pen pal non pen pal

  35. How to teach and study? 16 different types of butterflies Copper Mark Streak Nymph … Tiger Tiger Tiger Tiger Blocked OR Interleaved Birnbaum, Kornell, Bjork, & Bjork (2009)

  36. Please identify the image.Which of the following is it? • Admiral • American • Baltimore • Cooper • Eastern Tiger • Hairstreak • Harvester • Mark • Painted Lady • Pine Elfin • Pipevine • Spright • Tipper • Tree Satyr • Viceroy • Wood Nymph. Birnbaum, Kornell, Bjork, & Bjork (2009)

  37. 38 19 Which students are most confident? Actual results “Desirable Difficulty” Birnbaum, Kornell, Bjork, & Bjork (2009)

  38. “Desirable Difficulties” • Interleave vs block Learners are poor judges of effective study techniques Bjork, Roediger, Karpicke

  39. Cognitive Science of Learning 12 word pairs Swahili-- English 1st 2nd 5 min -week Group 1 S S S S Test ------------ Test Group 2 S S S T Test ------------ Test Group 3 S S T T Test ------------ Test Group 4 S T T T Test ------------ Test “Testing Effect”-- Retrieval

  40. Roediger and Karpicke 2004

  41. Re-study or re-reading creates “Illusions of knowing” Testing enhances learning “Testing Effect”

  42. How People Learn 1.Challenge alternative conceptions 2.Build frameworks Fixed vs Fluid mind set “Desirable Difficulties”(interleaving) “Testing Effect” 3. Enhance metacognition

  43. “Ask, Don’t Tell”

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