How Learning Works: Seven Research-Based Principles for Smart Teaching

1. How Learning Works: Seven Research-Based Principles for Smart Teaching Dr. Michele DiPietro Executive Director, Center for Excellence in Teaching and Learning Kennesaw State University mdipietr@kennesaw.edu http://www.kennesaw.edu/cetl

2. Introduction: Bridging Learning Research and Teaching Practice Section I: Dr. Dontarie Stallings Assistant Professor of Chemistry Department of Science, Math, and Health Professionals Atlanta Metropolitan State College dstallings@atlm.edu

3. Methods and Conditions that Promote Student Learning • Technical: • Research Articles • Concrete strategies for course design: • Books • Web Sites

4. Methods and Conditions that Promote Student Learning • Problem with current methods: • Theoretical vs. Practicality • The Goal of this book: • Bridge the gap

5. Universal Problems Facing Student Learning • To Be Addressed: • Application of material • Eliminating misconception • Lack of engagement • Faulty self assessment of knowledge • Continual use of ineffective strategies

6. Seven Principles: • Purpose of the principles: • Understand why certain approaches support / do not support student learning • Generate and foster effective techniques that foster student learning • Apply effective techniques to new courses

7. What is learning? “Processthat leads to change,which occurs as a result of experienceand increases the potential for improved performance and future learning.” • Learning is a process not a product • Learning involves change • Learning is a result of how students interpret experiences

8. Our principles of learning: • Learning is holistic: • Learning is a developmental process • The background of a students effects the learning process

9. Student’s prior knowledge can help or hinder learning: • Principle 1:

10. How Students organize knowledge influences how they learn and apply what they know: • Principle 2:

11. Introduction: Bridging Learning Research and Teaching Practice Section I: Dr. Thomas Searles Assistant Professor of Physics Department of Science, Math, and Health Professionals Atlanta Metropolitan State College tasearles@atlm.edu

12. Student’s motivation determines, directs, and sustains what they do to learn • Principle 3:

13. To develop mastery, Students must acquire component skills, practice integrating them, and know when to apply what they have learned: • Principle 4:

14. Goal-directed practice coupled with targeted feedback enhances the quality of student’s learning: • Principle 5:

15. Student’s current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning: • Principle 6:

16. To become self-directed learners, students must learn to monitor and adjust their approaches to learning • Principle 7: