Module 1 How do students learn?

1. Module 1How do students learn? TED 367 Methods in Sec. Ed.

2. Module 1 Explain (review) how students learn, and how this relates to planning lessons in secondary education. • What can we learn from brain research? • Reconsideration of learning theories. • About attitudes and interest in subject matter.

3. What Can We Learn from Brain Research?

4. What Is Learning? Discussion • What actually is learning? • How do people learn?

5. What Is Learning? • Learning is not a thing (noun); it is a process (of storage and retrieval). • Neurons are billions of cells that encode, store, and retrieve information. • Neurons form networks of connected information. • Learning involves making connections between neurons. • “Neurons that fire together, wire together.”

6. Example of How Our Brain Works(Proof of Neural Network) • Sally took her birthday money and went to buy something from the ice cream truck. • Now, tell me more…

7. Example of How Our Brain Works(Proof of Neural Network)

8. Example of How Our Brain Works(Proof of Neural Network) • The way that information was stored (neural pathway), is the way that information will be retrieved. • Example: How did you store the alphabet?

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10. What Is Learning? • Memory is notstatic (like storage in a computer). • The brain is dynamic. It constantly arranges and rearranges its networks to accommodate incoming information. vs.

11. What Is Learning? • The brain is constantly bombarded with all kinds of sensory data. • If we paid conscious attention to all these data, we would be on continuous overload and unable to process any of the information.

12. What Is Learning? • The brain filters out any information that it finds not useful, not important, or irrelevant. This material does not get encoded nor is it stored. The brain does not store everything it has experienced, as was once thought.

13. What Is Learning? • Unfortunately, much of the information taught in schools fits into this category. The brain does not see fit to store or retain dates of events, definitions of terms it does not understand, or any other data it deems irrelevant.

14. What Is Learning? Fits info. into schema. Learning has taken place. New Stimulus Brain searches existing networks to find a place where new information fits. Irrelevant,not useful, unimportant, nonsensical data gets discarded.

15. The Magical Number • The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information (Miller, 1956). • Memory span of young adults was found to be 7 ± 2 elements (chunks) regardless of whether the elements were digits, letters, words, or other units.

16. Demonstrating theMagical Number • How do you remember your phone number? • (570) 674-6761 • How did you learn the alphabet? • Can you retell a story (a movie or a book)?

17. What Can We Take from Brain Research into the Classroom? • Learner attention is critical. • Don’t cognitively overload learners. • Help learners “chunk” material into larger pieces to aid understanding and memory. • 2 powerful features in teacher’s control: • Meaning. • Emotion. • Eliminate negative aspects. • Accentuate positive aspects.

18. 1. Importance of Attention • Attention is the first step in the learning process. If the brain ignores information, it is not encoded or retained in memory. • Brain is programmed to attend to loud noises or sudden movements (survival technique). • Highly responsive tonovel stimuli and events.

19. Importance of Attention • Gain learner attention at the beginning of a lesson, and as frequently as needed throughout instruction. • Incorporate attention-getting devices (sound and/or movement) in materials such as PowerPoint.

20. 2. Don’t CognitivelyOverload Learners • Remember the Magical Number (7 ± 2 elements/chunks). • Help students chunk information: • Use mnemonic devices. • Do not provide more than the magical number of elements and expectstudents to rememberit effectively.

21. 3. Meaning • Realize that learners are not information absorbers. They are active participants in learning (constructing knowledge). • Learners create new neural pathways, connecting new information to existing knowledge. • Therefore, new learning depends on previous experience.

22. Meaning • Start a lesson by helping learners recall previous knowledge before delivering new information. • Respect prior knowledge. Don’t assume students understand something clearly. • Brain is pattern-seeking. When it does not understand something, it tries to figure it out. • Example: Understanding sets. • Work to connect new information with existing knowledge.

23. Meaning • Use metaphors and analogies. • Helps learner bridge existing knowledge and new information. • Example: Electrical circuits are like flowing water. • When there is little or no previous experiential knowledge, use concrete experience. • Projects and problem-solving help brain see context into which discrete parts fit into. Brain does not “get” meaning, it “makes” meaning. • Examples: Problem-based learning, case studies, hands-on learning.

24. 4. Emotion • Amygdala is a set of 2 almond-like structures associated with the reptilian brain (brain stem) that regulate emotion. • Releases adrenaline and triggers fight or flight (the stress response). • Emotion can influence memory. • Try it: • Where were you during the World Trade Center Bombing? • Recall an experience from Kindergarten (or 1st or 2nd grade).

25. Emotion • Positive: • Classroom activities that engage student emotional and motivational interest lead to more vivid memories. • Negative: • Stress can lead to “down-shifting” to the reptilian brain, which makes the rational problem-solving part of the brain less efficient.

26. Emotion • Eliminate negative: Foster an environment where students feel safe. • Brain does not distinguish between physical and psychological danger. • Accentuate positive: Intensify students’ emotional state to enhance both meaning and memory. • Examples: Simulations, role playing, real-life problems, interviewing people who lived through events.

27. Reconsideration ofLearning Theories

28. Behaviorism Learning deals with changes in overt behavior. Tie response to stimulus. Constructivism Learning entails construction (and reshaping) of mental schemata. Emphasize teaching how to think. Focus on concept formation, problem solving, decision making, lifelong learning. Behaviorism vs. Constructivism Use knowledge of both Constructivism and Behaviorism in planning, teaching, and assessment.

29. Taking Constructivisminto the Classroom • Thoughtful discussion. • Ask open-ended questions, listen to ideas, and provide alternative proposition. • Use metaphors to build bridges to new knowledge. • Use graphic organizers. • Show how new material fits in with previously presented material. More ideas in topic 6 of the textbook.

30. Bloom’s Taxonomy • Knowledge • Ability to recognize and recall information. Memory. • Comprehension • Ability to translate, explain, or interpret knowledge. Comprehension. • Application • Apply knowledge to address new situations. • Analysis • Scrutinize information knowledge and explain its significance. • Synthesis • Form new ideas. • Evaluation • Offer opinions and make value judgments. Use Bloom’s Taxonomy to help students scaffold learning and build & fortify neural networks.

31. Linguistic: writing journals, making speeches, advocating, retelling, and reading. Musical: singing, performing, reading and writing poetry, and playing instruments. Logical-mathematical: outlining, calculating, analyzing statistical information, and creating timelines. Visual-spatial: drawing, using guided imagery, making mindmaps, and using graphic organizers, maps, charts, and graphs. Body-kinesthetic: role-playing, enacting simulations, playing games, and using manipulatives. Intrapersonal: doing self-reflection tasks, practicing higher-order reasoning, questioning, and taking personal inventories. Interpersonal: participating in group work, practicing cooperative learning, mentoring, tutoring, and conducting field interviews. Naturalistic: fishing, hiking, camping, farming, and investigating the natural world. Gardner’s Multiple Intelligences Use Multiple Intelligences to help students build more robust neural pathways (connections).

32. About Attitudes and Interestin Subject Matter

33. Challenge of Teaching Sec. Ed. • Teaching students who have little enthusiasm for your discipline is one of the greatest challenges for middle and high school teachers. • This is a problem of a different order than the students who are doing poorly in general.

34. Student Attitude • Attitudes toward one domain or discipline as opposed to another are shaped by: • Temperament. • Learning style. • Innate ability. • A range of experiences: • Interactions with teachers in content area. • Activities involving the content. • Thinking skills of the domain or discipline.

35. Student Attitude • Nonapprentices: individuals with little interest or inclination in the field and who probably will not pursue knowledge in the domain. • Potential apprentices: individuals who have not yet decided whether to pursue knowledge in the domain. • Apprentices: individuals who are disposed toward the domain/discipline and are joining the community of practice.

36. Realities of Teaching/Learning • It is the student’s responsibility to actively participate in learning (vs. being passive “sponges.”) • Not all learning will be fun and entertaining, but it all should be meaningful. • Engage students by requiring them to reconstruct the knowledge they acquire.

37. Realities of Teaching/Learning • In secondary educ., higher educ., and the workplace, efficiency requires: • Less pleasurable learning strategies. • Less personal attention. • More self-responsibility. • The burden for motivation and learning shifts more to student. This is an essential part of maturation process.

38. Teacher Impact on Learning • Teacher temperament and learning style plays an important role in shaping: • Your teaching practices and how you approach your students. • Your decision to become, for example, an English teacher as opposed to a biology teacher (teaching field preference). • It is a truism that we prefer to teach the way we personally prefer to learn. Remember to focus on the students and the way they will learn best. Act on results of assessment.

39. Active Students actively construct knowledge by listening carefully, conversing, and performing meaningful tasks. Students are engaged mentally, emotionally, and sometimes physically. Passive Teacher-centered instruction. Students sit at desks and memorize, take notes, recite, and drill as primary instructional methodology. Active vs. Passive Learning Employ this test: Are your students actively involved in the thinking/learning process?

40. Active vs. Passive Learning • Suggestions: • Allocate passive activities (reading, drill, practice) to homework. • Use the classroom for active learning experiences and group experiences.

41. Review:MODULE 1 • How learning physiologically works. • What can we learn from brain research? • Attention. • Magical number, chunking, and cognitive overload. • Meaning. • Emotion. • Reconsidered learning theories: • Gardner’s Multiple Intelligences. • Bloom’s Taxonomy. • Behaviorism vs. Constructivism.

42. Review:MODULE 1 • Items that affect student learning: • Student attitude. • Teacher temperament and learning style. • Teacher-selected methods (active vs. passive).