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How People Learn: The Art of Teaching and the Science of Learning

How People Learn: The Art of Teaching and the Science of Learning. 2012 CTE Summer Institute on Teaching and Learning. Session Objectives. By the end of this session, you should be able to Identify a variety of scientific sources for HPL

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How People Learn: The Art of Teaching and the Science of Learning

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  1. How People Learn:The Art of Teaching and the Science of Learning 2012 CTE Summer Institute on Teaching and Learning

  2. Session Objectives By the end of this session, you should be able to • Identify a variety of scientific sources for HPL • Identify some of the key findings from this research and recognize their relative value within the context in which you teach • Recognize that in addition to these key factors, faculty need to be creative (artful) in how they incorporate these factors into their teaching • Explore the implications of how these factors impact your course design / syllabus / practice

  3. Identify a Significant Learning Experience • What did you learn? • How did you learn it? • Who was there, what role did they play? • Where were you? • Why did you learn it? • How did you feel about it? • Heading in, during and after…

  4. Bransford et. al. Learning: From Speculation to Science • Memory and Understanding • Experts vs Novices • Cognitive Load • Scaffolding • Preconceptions / Misconceptions • Private Universe • Active Learning • Metacognition

  5. Learning Environments Assessment-Centered Learning-Centered Knowledge-Centered Community-Centered

  6. Seven Principles for GoodPracticein Undergraduate EducationGamson and Chickering, 1987 • Good practice encourages contacts between students / faculty • Good practice encourages cooperation among students • Good practice encourages active learning • Good practice gives prompt feedback • Good practice emphasizes time on task • Good practice communicates high expectations • Good practice respects diverse talents and ways of learning

  7. Learning Styles:Fact or Fiction?

  8. High Impact Activities • National Survey of Student Engagement (NSSE) • Service learning • Study Abroad • Learning Communities • Internships / Externships • Undergraduate Research • Capstone Courses

  9. Lecture:Probe, Clarify,Guide, Complicate Lecture:Setup Lecture:Debrief Aaa Authentic Activity Trial & Error Feedback Retrial Lecture 7 – 8 weeks M/C Midterm Lecture 7 – 8 weeks M/C Final

  10. Integrative Course Design LearningObjectives CourseGoals LearningActivities / Feedback Evaluation

  11. The Graphic Syllabus Sociology 101 Survey Sociology Critical Thinking Life-Long Learning Course Goals Identify, List, Explain Analyze, Evaluate, Synthesize Self-Initiated Self-Guided Self-Correcting Learning Objectives Lecture Active Learning Reflection Activities Teaching Method M/C Test Paper, Project Learning Log Evaluation

  12. Pedagogical Content KnowledgeLee Shulman PCK Content Knowledge Pedagogical Knowledge

  13. Did We Reach Our Objectives? By the end of this session, you should be able to • Identify a variety of scientific sources for HPL • Identify the key findings from this research and recognize their relative value in the context in which you teach • Recognize that in addition to these key factors, faculty need to be creative (artful) in how they address these factors • Consider the implications of how these factors impact your course design / syllabus

  14. Additional Resources • How People Learn, 2000 (Bransford et al.) http://www.nap.edu/openbook.php?isbn=0309070368 • Seven Principles for Good Practice in Undergraduate Ed. (Chickering and Gamson) http://www.uis.edu/liberalstudies/students/documents/sevenprinciples.pdf • National Survey of Student Engagement (NSSE) http://nsse.iub.edu/NSSE_2007_Annual_Report/docs/withhold/NSSE_2007_Annual_Report.pdf#page=8

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