How Learning Works?

1. How Learning Works? Azzah Al-Maskari 9/9/2015

2. Vision & Mission We will be a leading technological institution, providing high quality teaching and learning to prepare and empower the Omani professionals of the future to contribute to national socio-economic development. To deliver high quality student-centred education that produces competitive graduates who enter the labor market with confidence, strong technological and personal skills, prepared for a life of contribution and success. Vision & Mission

3. What is Learning? What is learning?

4. What is Learning? • Learning is a process, • It is inferred from students’ products or performances. • It involves changes in knowledge, beliefs, behaviors, or attitudes. • It has a lasting impact on how students think & act. • It is not something done to students, • students themselves do. • It is advanced only by what the students do to learn What is learning?

5. Why? • Why can’t students apply what they have learned? • Why do they adhere so tightly to misconceptions? • Why students are not more engaged by materials I find interesting? • Why do they claim to know so much more than they actually know? • Why do they continue to employ the same ineffective study strategies? Why?

6. How Learning Works:7 Research-Based Principles for Smart Teaching Susan A. Ambrose Michael W. Bridges | Michele DiPietro Marsha C. Lovett | Marie K. Norman

7. 7 Research-Based Principles for Smart Teaching • What Factors Motivate Students to Learn? • How Does Students’ Prior Knowledge Affect Their Learning? • How Does the Way Students Organize Knowledge Affect Their Learning? • What Kinds of Practice and Feedback Enhance Learning? How learning works

8. 7 Research-Based Principles for Smart Teaching 5. How Do Students Develop Mastery? • Why Do Student Development and Course Climate Matter for Student Learning? • How Do Students Become Self-Directed Learners? How learning works

9. 7 Research-Based Principles for Smart Teaching • What Factors Motivate Students to Learn? • How Does Students’ Prior Knowledge Affect Their Learning? • How Does the Way Students Organize Knowledge Affect Their Learning? • What Kinds of Practice and Feedback Enhance Learning? How learning works

10. What Factors Motivate Students to Learn?

11. 1A. My Students Are Going to Love This This past semester, I finally got to teach a course that relates directly to my area of interest. I put in a lot of time and energy this summer preparing materials and was really excited going into the semester. I used a number of seminal readings in Continental Philosophy and assigned a research project based on primary documents from the nineteenth and twentieth centuries. I thought that students would be excited by the topic and would appreciate reading some of the classic works. But it did not turn out the way I had hoped, and I was really disappointed by their work. With the exception of the two philosophy majors and the one student who “ needed an A to get into graduate school, ” they were not at all interested in the readings and hardly participated in the discussions. In addition, they were not particularly inspired or creative in choosing research topics. Overall, they made little progress across the semester. I guess when it comes right down to it, most students do not much care about philosophy. Professor Tyrone Hill 1. What Factors Motivate Students to Learn?

12. 1B. A Third of You Will Not Pass This Course My colleague who usually teaches Thermodynamics was on leave for the semester, and I was assigned to take his place. I knew it would not be easy to teach this course: it has a reputation for being really hard, and engineering students only take it because it is required for the major. On top of that, my colleague had warned me that many students stop coming to lectures early on in the semester, and those who come to class often do not come prepared. It seemed clear that I needed a way to motivate students to work hard and keep up with the material. I recalled that when I was a student, any suggestion by the professor that I might not be up to the challenge really got me fi red up and eager to prove him wrong. So I told my students on the first day of class, “ This is a very difficult course. You will need to work harder than you have ever worked in a course and still a third of you will not pass. ” I expected that if my students heard that, they would dig in and work harder to measure up. But to my surprise, they slacked off even more than in previous semesters: they often did not come to class, they made lackluster efforts at the homework, and their test performance was the worst it had been for many semesters. And this was after I gave them fair warning! This class had the worst attitude I have ever seen and the students seemed to be consumed by an overall sense of lethargy and apathy. I am beginning to think that today ’ s students are just plain lazy. Professor Valencia Robles 1. What Factors Motivate Students to Learn?

13. Professor Hill • Professor Hill is so passionate about the course content and finds it so inherently interesting, it does not occur to him that the features of the course that excite him most — the seminal readings and working with primary sources — do not hold the same value for students. As a consequence, they approach the work half - heartedly and never successfully master the material 1. What Factors Motivate Students to Learn?

14. Professor Robles • Professor Robles wanted to recreate the highly competitive classroom environment that had motivated her as a student. • However, her warnings about the difficulty of the material & the students ’ limited chances of passing fuel preexisting negative perceptions about the course 1. What Factors Motivate Students to Learn?

15. Stories- Lessons • A lack of engagement with the material seems to be the root of the problem • They thought students would be motivated in much the same ways that they themselves were as students 1. What Factors Motivate Students to Learn?

16. Lessoned learned • As we can see in the Hill story, if students do not find the content of the course interesting or relevant, they may see little or no value in mastering it and may fail to engage in the behaviors required for deep learning. • The lack of perceived value among Professor Hill ’s students contributed to their lack of motivation • Similarly, in Robles’ story, if students do not expect to be successful in a course, they may disengage from the behaviors necessary for learning. 1. What Factors Motivate Students to Learn?

17. Motivation • the value of a goal & • the expectancies Value motivation Learning & performance Goal-direct behavior supports Lead to Expectancy 1. What Factors Motivate Students to Learn?

18. What is Value? • Attainment value: the satisfaction that one gains from mastery and accomplishment of a goal or task. • Intrinsic value: the satisfaction that one gains simply from doing the task rather than from a particular outcome of the task because they LOVE the task • Instrumental value (extrinsic rewards): the degree to which an activity or goal helps one accomplish other important goals (praise, recognition, money, material goods, an interesting career, a high -status job, or a good salary 1. What Factors Motivate Students to Learn?

19. Strategies to Establish Value • Connect the Material to Students ’ Interests • Provide Authentic, Real - World Tasks • allow students to vividly and concretely see the relevance and value • Analyzing a real -world event provides students with a context for understanding and applicability to current situations • Show Relevance to Students ’ Current Academic Lives • Make explicit connectionsbetween the content of your course and other courses to come, students can better understand the value of each course as a building block for future courses. • Demonstrate the Relevance of Higher - Level Skills to Students ’ Future Professional Lives • Students often focus on specific course content without recognizing how the skills and abilities they develop across courses (for example, quantitative reasoning, public speaking, writing, teamwork skills) will benefit them in their professional lives • Show Your Own Passion and Enthusiasm for the Discipline • Lecturer’s passion can be powerful and contagious • don ’ t be afraid to let your excitementfor your discipline show. 1. What Factors Motivate Students to Learn?

20. What is Expectancies? • To be motivated to pursue specific goals, students must hold positive outcome expectancies. • It reflects the belief that specific actions will bring desired outcome • “ If I do all the assigned readings and participate in class discussions, I will be able to learn the material to solve problems on the exam and get a good grade. ” • “ No matter how hard I work in this course, I will not get a good grade. ” . What Factors Motivate Students to Learn?

21. Strategies That Help Students Build Positive Expectancies • Ensure Alignment of Course Objectives, Assessments, and Instructional Strategies • Students have more coherent picture of what will be expected of them. they feel more confident & in control of their learning & grade. • Identify an appropriate Level of Challenge • Setting challenging but attainable goals is critical for optimally motivating students. • Create Assignments That Provide the Appropriate Level of Challenge • This make them motivated to engage with the assignment • Provide Early Success Opportunities • Expectations for future performance are influenced by past experiences. Hence, early success can build a sense of efficacy. • For example, incorporate early short assignments to provide a sense of competence and confidence before assigning a larger project 1. What Factors Motivate Students to Learn?

22. Strategies That Help Students Build Positive Expectancies • Articulate Your Expectations • Articulate your course outcomes clearly to students so that they know what the desired outcomes are. Then make it clear to students what you expect them to do in order to reach those outcomes • Provide Rubrics • Rubrics are a way of explicitly representing performance expectations & can direct students ’ behaviors toward theintended goals. • Provide Targeted Feedback • feedback provides information about progress toward a goal, it is most effective when it is timely & constructive. • Provide Flexibility and Control • allow them choices in topicsfor papers, and questions for class discussion • Give Students an Opportunity to Reflect • “ What did you learn from this assignment? ” • “ What did you do to prepare for this assignment/exam? What skills do you need to work on? “ • “How would you prepare differently or approach the assignment differently if you were doing it in the future? ” 1. What Factors Motivate Students to Learn?

23. What Principle Of Learning Is At Work Here? • Students ’ motivation generates, directs, and sustainswhat they do to learn • As students enter college and gain greater autonomy over what, when, and how they study & learn, motivation plays a critical role in guiding their behaviors. 1. What Factors Motivate Students to Learn?

24. How Does Students’ Prior Knowledge Affect Their Learning?

25. 2A. But They Said They Knew This! I recently taught Research Methods in Decision Sciences for the first time. On the first day of class, I asked my students what kinds of statistical tests they had learned in the introductory statistics course that is a prerequisite for my course. They generated a fairly standard list that included T - tests, chi - square, and ANOVA. Given what they told me, I was pretty confident that my first assignment was pitched at the appropriate level; it simply required that students take a data set that I provided, select and apply the appropriate statistical test from those they had already learned, analyze the data, and interpret the results. It seemed pretty basic, but I was shocked at what they handed in. Some students chose a completely inappropriate test while others chose the right test but did not have the foggiest idea how to apply it. Still others could not interpret the results. What I can ’ t figure out is why they told me they knew this stuff when it ’ s clear from their work that most of them don ’ t have a clue. Professor Soo Yon Won 2. How Does Students’ Prior Knowledge Affect Their Learning?

26. 2B. Why Is This So Hard for Them to Understand? Every year in my introductory psychology class I teach my students about classic learning theory, particularly the concepts of positive and negative reinforcement. I know that these can be tough concepts for students to grasp, so I spell out very clearly that reinforcement always refers to increasing a behavior and punishment always refers to decreasing a behavior. I also emphasize that, contrary to what they might assume, negative reinforcement does not mean punishment; it means removing something aversive to increase a desired behavior. I also provide a number of concrete examples to illustrate what I mean. But it seems that no matter how much I explain the concept, students continue to think of negative reinforcement as punishment. In fact, when I asked about negative reinforcement on a recent exam, almost 60 percent of the class got it wrong. Why is this so hard for students to understand? Professor Anatole Dione 2. How Does Students’ Prior Knowledge Affect Their Learning?

27. 2A - Yon Won Lessons : • Students might be able to identify & describe some of the statistical tests • That knowledge might not be sufficient to complete the assignment in choosing the right test & interpret the results • Overestimated prior knowledge & built new knowledge on a shaky foundation • There is a mismatch between actual knowledge the students have & the knowledge the instructor expects them to have 2. How Does Students’ Prior Knowledge Affect Their Learning?

28. 2B- Dione story- Lessons • negative reinforcement: removing something to make a positive change • They have associated positive with good & negative with bad • Prior knowledge has lead to inappropriate association that distorts the incoming knowledge • So in this context prior knowledge didn’t help the student and it distorts comprehension • Thus, not all prior knowledge provides equally solid foundation for new learning 2. How Does Students’ Prior Knowledge Affect Their Learning?

29. Prior Knowledge • Prior knowledge help to integrate the new knowledge • When students connect to relevant prior knowledge , they learn & retain more • new knowledge “ sticks ” better when it has prior knowledge to stick to • The extents of which students are able to draw on prior knowledge to effectively construct new knowledge depends on: • Nature of priors knowledge • Instructors' ability to harness the prior knowledge 2. How Does Students’ Prior Knowledge Affect Their Learning?

30. Why Prior Knowledge matters? • It is critical to assess the amount & nature of knowledge to help in design instruction properly • If students know something (what), it does mean they know (how or when to apply it) • allows us to leverage their accurate knowledge more effectively to promote learning, • identify and fill gaps, recognize when students are applying what they know inappropriately, and correct misconceptions. 2. How Does Students’ Prior Knowledge Affect Their Learning?

31. Methods to Gauge Students ’ Prior Knowledge • A diagnostic assessment(short quiz) • Have students assess their own prior knowledge ( heard the term, can define it, can explain it, can use it) • Use brainstorming to reveal prior knowledge • Look for patterns of error in student work • Assign a concept map activity 2. How Does Students’ Prior Knowledge Affect Their Learning?

32. Concept map Detail/ example Detail/ example Related issue Related issue Detail/ example Main Idea Detail/ example Detail/ example Related issue Related issue Detail/ example Detail/ example Detail/ example

33. Methods to Activate Accurate Prior Knowledge • Use Exercises to Generate Students ’ Prior Knowledge • ask students what they already know about the topic -brainstorm or create a concept map • Explicitly Link New Material to Knowledge from Previous Courses • students don’t recognize the relevance of knowledge from a previous course to a new learning situation • Use Analogies and Examples That Connect to Students ’ Everyday Knowledge • Examples or analogies that draw on students ’ everyday lives and the wider world make new material more understandableand create more robust knowledge representations in students ’ minds. • Physics..Chemistry • Ask Students to Reason on the Basis of Relevant Prior Knowledge • In a design problem, you might ask students how a famous designer, whose work they know, might have approached the problem. This requires students not only to draw on their prior knowledge but also to use it to reason about new knowledge 2. How Does Students’ Prior Knowledge Affect Their Learning?

34. Methods to Address Insufficient Prior Knowledge • Identify the Prior Knowledge You Expect Students to have • “ What do students need toknowto be able to do this? ” • declarative knowledge (knowing what & knowing why) Vs. procedural knowledge (knowing how and knowing when) • knowing facts or concepts does not mean knowing how to use them, • If students know howto perform procedures does not mean that they understand whatthey are doing or why. • Remediate Insufficient Prerequisite Knowledge • If a large number of students lack sufficient prior knowledge in a key area, you might decide to devote one or two classes to a review of important prerequisite material 2. How Does Students’ Prior Knowledge Affect Their Learning?

35. Methods to Help Students Recognize Inappropriate Prior Knowledge • Highlight Conditions of Applicability • Help students see when it is and is not appropriate to apply prior knowledge. • No expressive writing in biology report- focus on conciseness & accuracy. • ask students to identify whether or not a given skill or concept is applicableand to explain their reasoning. • Explicitly Identify Discipline - Specific Conventions • Without explicit guidance, students may analogize from other experiences or fields that they feel most competent in, regardless of whether the experiences are appropriate in the current context. • For example, lab reports, analytical paper, English (personal narrative) • Show Where Analogies Break Down • Analogies can help students learn complex or abstract concepts but explicitly identifying where the analogy breaks down. • For example digestive system is similar to plumbing system( tube - like organs & various kinds of valves) but far more complex 2. How Does Students’ Prior Knowledge Affect Their Learning?

36. Methods to Correct Inaccurate Knowledge • Ask Students to Make and Test Predictions • For example, physics students with an inaccurate understanding of force could be asked to make predictions about how forces will act on stationary versus moving objects. • Confront students with evidence that contradicts their beliefs & expectations can help them see where their knowledge or beliefs are incorrect . • Ask Students to Justify Their Reasoning • When students ’ reasoning reveals internal contradictions, it can bring them to the point where they seek accurate knowledge • Provide Multiple Opportunities for Students to Use • replacing inaccurate knowledge with accurate knowledge requires not just introducing accurate knowledge but also providing multiple opportunities for students to use it • Allow Sufficient Time • when you are asking students to use new knowledge that requires a revision or rethinking of their prior knowledge, it helpful to minimize distractions and allow a little extra time 2. How Does Students’ Prior Knowledge Affect Their Learning?

37. Prior Knowledge inactive: — it does not facilitate the integration of new knowledge insufficient: fail to support new knowledge Inappropriate/ inaccurate : distort or impede new learning. 2. How Does Students’ Prior Knowledge Affect Their Learning?

38. What Principle Of Learning Is At Work Here? • Students ’ prior knowledge can help or hinder learning. 2. How Does Students’ Prior Knowledge Affect Their Learning?

39. How Does the Way Students Organize Knowledge Affect Their Learning?

40. 3A. That Didn't’ t Work Out the Way I Anticipated- Story 1 For the past 12 years, I’ve taught the introductory Art History course. I present the material using a standard approach. That is, I begin with an introductory description of key terms and concepts, including a discussion of the basic visual elements (line, color, light, form, composition, space). Then, for each of the remaining 40 class sessions, I show slides of important works, progressing chronologically from prehistoric Europe to rather recent pieces. As I go, I identify important features that characterize each piece and point out associations among various movements, schools, and periods. I give a midterm and a final exam during which I present slides and ask students to identify the title of the work, the artist, the school, and the period in which it was produced. While the students seem to enjoy the class sessions, they complain about the amount of material they must memorize for the exams. I know there are a lot of individual pieces, but they naturally cluster by period, school, and technique. Once you categorize a work according to those groupings, it should be fairly easy to remember. Nevertheless, the students seem to be having a lot of difficulty in my exams identifying even some of the most important pieces. Professor Rachel Rothman 3. How Does the Way Students Organize Knowledge Affect Their Learning?

41. 3B. There Must Be a Better Way! Anatomy and Physiology is one of the core courses required for our nursing, pre - med, and pharmacy students. The course is organized around the major systems of the body and requires students to identify and describe the location and function of the major organs, bones, muscles, and tissues in the body. On the whole, students attend the lectures and labs consistently, and most of them appear to work really hard. Indeed, I often find them in the student lounge poring over their notes or quizzing each other in order to memorize all the individual structures. With a lot of work, they learn to identify most of the parts of the human body and can describe the role of each part in its body system. However, when asked to explain the relationships among parts or higher – order principles that cut across systems, the students often fall apart. For example, on the last exam I asked them to identify and describe all the structures involved in the regulation of blood pressure. To my surprise, most of the students were unable to answer the question correctly. I just don ’ t get it — they know all the parts, but when it comes to how those parts fi t together, they have a really difficult time. Professor Anand Patel 3. How Does the Way Students Organize Knowledge Affect Their Learning?

42. 3A. Professor Patel ’ s • Professor Patel’s students have knowledge of the individual parts of the human body, but this knowledge does not translate into an understanding of how those parts are functionally relatedto one another. • The way these students have organized their knowledge facilitates onekind of use, but it is not sufficiently flexible to support the demands of all the tasks they face 3. How Does the Way Students Organize Knowledge Affect Their Learning?

43. 3B. RothmanStory - Analysis • Students needed to learn and retrieve a great deal of factual information, but lacked a hierarchical knowledge organization to help them organize this information for efficient retrieval. As a result, they found the memorization task overwhelming. • The lecturer distinguishes theoretical schools within her discipline using hierarchical knowledge organization, the scholars whose work falls within each of these schools, and the particular books and articles that exemplify each scholar ’ s work. • If the lecturer provided students with an organizational framework to help them develop more connections among pieces of knowledge, such as by giving them a template for identifying the characteristics of different arts. • With their factual knowledge connected in more — and more meaningful — ways, the students may have found the memorization task easier. 3. How Does the Way Students Organize Knowledge Affect Their Learning?

44. 3B. RothmanStory - Analysis • Provides her students with the concepts & vocabulary to analyze the visual elements in works of art to make connections across various artists, schools, and periods. Then, for the rest of the semester she presents works of art in chronological order, referring to the key features of each piece of art she presents • Mentioning these features in relation to individual works was not sufficient to enable her students to see deeper relationshipsand make broader connections among clusters of works • students lack a sufficiently coherent, organized representation of the material, which impedes their learning and performance 3. How Does the Way Students Organize Knowledge Affect Their Learning?

45. Lessoned from Stories • They want their students to develop a deep, functional understanding of a multifaceted, complex domain. • In the first story, the domain is the accumulated corpus of artistic expression created by humans over the past 30,000 years. • In the second story, the domain is the complex array of organs, systems, and interacting parts that make up the human body • In each of the stories, however, the students appear to lack a sufficiently coherent, organized representation of the material, which impedes their learning and performance. 3. How Does the Way Students Organize Knowledge Affect Their Learning?

46. Lessons Learned • We need to provide students with appropriate organizing schemes or teach them how to abstract the relevant principles from what they are learning. • We need to monitor how students are processing what they are learning to make sure it gets organized in useful ways. 3. How Does the Way Students Organize Knowledge Affect Their Learning?

47. Knowledge organization samples -chain of associations. -sequential access of information - Difficult if one link in the chain is broken students have not yet developed the ability to recognize relationships among pieces of knowledge. highly connected knowledge structure (cross – referencing) knowledge is organized hierarchically 3. How Does the Way Students Organize Knowledge Affect Their Learning?

48. Strategies to Reveal & EnhanceKnowledge Organizations • Create a Concept Map to Analyze Your Own Knowledge Organization • Analyze Tasks to Identify the Most Appropriate Knowledge Organization • Provide Students with the Organizational Structure of the Course • providing students with a view of the “ big picture ” that presents the key concepts or topics in your course and highlights their interrelationships can help students see how the pieces fit together • a flow chart, or diagram, verbally • periodically remind students of the larger organizational framework and situate particular class days within it • Explicitly Share the Organization of Each Lecture, Lab, or Discussion • providing an outline, agenda, or visual representation of each lecture, lab, or discussion session can give students a framework for organizing the information they are about to learn • Use Contrasting and Boundary Cases to Highlight Organizing Features • Present contrasting cases, or two items that share many features but differ in critical ways. compare - and - contrast analysis 3. How Does the Way Students Organize Knowledge Affect Their Learning?

49. Strategies to Reveal & EnhanceKnowledge Organizations • Explicitly Highlight Deep Features of problems, designs, theories. • provide examples of problems that share deep features but differ superficially, or examples of problems that are superficially similar but operate on different structural principles. • Make Explicit Connections Among other learned Concepts • Encourage Students to Work with Multiple Organizing Structures • For example, classify plants first on the basis of their evolutionary histories and then on the basis of native habitat. • Giving students practice organizing their knowledge according to alternative classifications helps them see that different organizations serve different purposes and thus builds more robust and flexible knowledge organizations. • Monitor Students ’ Work for Problems in Their Knowledge Organization • For example, Do students apply a formula, strategy, or solution in a consistently inappropriate way • Ask Students to Draw a Concept Map to Expose Their Knowledge Organizations • gives a window not only into how much students know about a particular subject, but also how they are organizing and connecting their knowledge 3. How Does the Way Students Organize Knowledge Affect Their Learning?

50. Concept map • help us diagnose problems in students ’ knowledge organization; • for example, if they have mis-categorized pieces of knowledge inappropriately, linked unrelated concepts, or failed to connect related concepts, or assigned an item to a superordinate position that belongs in a subordinate position, and so on • It can be used to reveal students ’ prior knowledge organization & how their knowledge has changed with time and experience