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Critical Challenges in Teaching and Learning

Critical Challenges in Teaching and Learning. Todd Zakrajsek , Associate Professor Department of Family Medicine University of North Carolina at Chapel Hill 919-636-8170 TODDZ@UNC.EDU. 11 th Annual Faculty Conference on Teaching Excellence Temple University January 16, 2013.

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Critical Challenges in Teaching and Learning

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  1. Critical Challenges in Teaching and Learning Todd Zakrajsek, Associate Professor Department of Family Medicine University of North Carolina at Chapel Hill 919-636-8170 TODDZ@UNC.EDU 11th Annual Faculty Conference on Teaching Excellence Temple University January 16, 2013

  2. Teaching Centered/Learning Centered

  3. Hake (1998)

  4. Attention Challenges What can you do? Anyone? - Attention Grabber - Social Contagion

  5. Pashler, McDaniel, Rohrer, & Bjork, 2009 Learning Styles: Concepts and Evidence

  6. Flingledobe and Pribin(Lavoie, 1989) Last Serny, Flingledobe and Pribin were in the Berdlink treppering gloopy caples and cleaming burly greps. Suddenly, a ditty strezzle boofed into Flingledobe’s tresk. Pribin glaped. “Oh Flingledobe,” he chifed, “that ditty strezzle is tunning in your grep!”

  7. Exercise • Ratey (2008) has shown that exercise increases the production of vital neurotransmitters important for: • Focusing and Attention • Motivation • Patience • Mood

  8. Sleep and Rest • Sleep and Rest – Researchers at the NYU’s Department of Psychology and Center for Neural Science have found that rest directly after learning increases retention • A NASA study found astronauts who napped for 27 minutes in the afternoon improved their cognitive functioning on later day tasks by 34% over nonnapping astronauts(Medina, 2008).

  9. Awake, but NOT Learning Corelli, 2011 notes that when a person’s brain is sleep deprived the person may actually feel fully awake and yet the neurons needed for learning and memory shut down. Essentially, basic functions operate, but complex tasks are not encoded.

  10. # Problems Solved Standard Trial 3 Trial 1

  11. Carol Dweck, 2006 • Entity – fixed, less risk, look smart, criticism is about self • Incremental – growth, accepting challenge, failure is opportunity, criticism is about task

  12. Multitasking

  13. Karpicke & Roediger, 2007 SSSS SSST STTT .80 .70 Proportion of ideas recalled .60 .50 .40 5 Minutes 1 Week Retention Interval For Final Test

  14. Long-Term Potentiation http://www.youtube.com/watch?v=DF04XPBj5uc

  15. Learners must be taught to take a metacognitive approach. Bransford, et al., How People Learn, 1999 http://www.nap.edu/openbook.php?record_id=6160

  16. Learning • Sleep once in a while • Exercise • Eat/drink smart • Reduce Distractions • Focus • Check for Learning • Elaborate/reflect • Practice at Recall • Incremental, NOT Entity • Relax

  17. Selected References Angelo, T. A., & Cross K. P. (1993). Classroom assessment techniques (2nd ed.) San Francisco: Jossey-Bass. Bjork, R. A., & Linn, M. C. (2006, March). The Science of Learning and the Learning of Science: Introducing Desirable Difficulties. American Psychological Society Observer, 19, 29- 39.   Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.   Chickering, A., & Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, October, 3-6.   Goldstein, N. J., Cialdini, R. B., & Griskevicius, V. (2008). A room with a viewpoint: Using normative appeals to motivate environmental conservation in a hotel setting. Journal of Consumer Research, 35, 472-482.   Halpern, D. F. & Hakel, M.D. (2002). Applying the science of learning to university teaching and beyond. New Directions in Teaching and Learning, 89. San Francisco, CA: Jossey-Bass.

  18. Selected References Karpicke, J.D., & Roediger, H.L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162.   Mueller, C.M. & Dweck, C.S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9 (3), 105-119. Available Online - http://psi.sagepub.com/content/9/3/105.full   Recht, D.R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology,80, 16 – 20.   Wilson, T.D., Damiani, M. & Shelton, N. (2002). Improving the academic performance of college students with brief attributional interventions. In Joshua Aronson, Ed., Improving Academic Achievement: Impact of Psychological Factors on Education. (pp. 91-108). New York: Academic Press.

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