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Seminar Outcomes. I hope ? you willrecognize the diversity of both learning theories and strategiesunderstand how the brain and brain functions aid us in the learning processdiscover that learning is NOT a passive processbe motivated to explore your your own diversity and uniqueness as a learner
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1. Active Learning I:How We Learn
Summer Transition Program
Mike Walker, Learning Strategist August 31, 2010
2. Seminar Outcomes I hope ? you will
recognize the diversity of both learning theories and strategies
understand how the brain and brain functions aid us in the learning process
discover that learning is NOT a passive process
be motivated to explore your your own diversity and uniqueness as a learner
evaluate and adopt the learning strategies appropriate to your learning needs
3. Part I - How Do We Learn? Learning Theories & Theorists
4. How Do We Learn? Were we taught to learn?
Did we have learning class as babies?
What is the process by which we are presented with new tasks or information then demonstrate a skill or write a paper?
How might learning happen?
5. Theories of Learning* tabula rasa or blank slate
John Locke
Essay Concerning Human Understanding, 1690
simply that the mind is like an empty vessel waiting to be filled
Jean Piaget* (1896-1980)
4 Developmental Stages
based on the idea that the developing child builds cognitive structures--in other words, mental "maps," schemes, or networked concepts for understanding and responding to physical experiences within his or her environment.
6. Theories of Learning* Behaviorism*
B. F. Skinner
a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior.
Control Theory*
William Glasser
behavior is never caused by a response to an outside stimulus. Instead, the control theory states that behavior is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.
7. Theories of Learning* Observational Learning*
Albert Bandura
a social learning theory which states that occurs when an observer's behavior changes after viewing the behavior of a model.
Social Cognition*
L. S. Vygotsky
a social cognition learning model asserts that culture is the prime determinant of individual development. Humans are the only species to have created culture, and every human child develops in the context of a culture.
8. Theories of Learning* Brain-based Learning*
This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur. Neuroscience*
The nervous system and the brain are the physical foundation of the human learning process. Neuroscience links our observations about cognitive behavior with the actual physical processes that support such behavior. This theory is still "young" and is undergoing rapid, controversial development.
9. Theories of Learning* Right Brain vs. Left Brain*
This theory of the structure and functions of the mind suggests that the two different sides of the brain control two different "modes" of thinking. It also suggests that each of us prefers one mode over the other.
Learning Styles*
This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart."
10. Theories of Learning* Multiple Intelligences*
This theory of human intelligence, developed by psychologist Howard Gardner, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct "intelligence"--in other words, a set of skills allowing individuals to find and resolve genuine problems they face.
Constructivism* (current theory in favour)
a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
11. Guiding Principles of Constructivism: Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.
Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning.
12. Things you didnt learn in school Walk and run
Talk -- at least one language
Ride a bike
Swim
Give directions
Bake cookies
Draw a picture
Plant a garden
Baby-sit
Build models or crafts
Interact with others
13. However, learning in a new environment may require . . . new skills
& new attitudes
14. Unfortunately
Some minds are like concrete: thoroughly mixed and permanently set
15. So ask yourself regularly:
so hows it workin for ya?
or
If you keep doing what you are doing, you will keep getting what you are getting!
Ingrid
16. Learn to enrich your life In addition to all of the perks associated with education,
Better career
Better wages
Higher social status
Etc.
learning can enrich the most simple aspects of daily life.
Look at the following painting
17. Nude Descending a Staircase
Painted in 1912 by Marcel Duchamp (1897 - 1968)
. . . symbolic painting. . . a dynamic form of cubism
Now look at the comics
21. Basic Precept
Your mind is like a parachute -- it only works when its open.
Anonymous
22. Part II - Learning & the Brain How might these theories apply to you?
23. The Potential of Your Brain Three basic learning modalities
Eight intelligences
Trillions & trillions of brain cells
100 billion neurons in thinking brain
20,000 possible connections between neurons
Three brains in one
Two sides to the brain
24. The Triune Brain Reptilian (lower)
basic body function
fight or flight
Limbic (middle)
mammalian
regulates immune & hormone systems, sexuality, emotion & (memory?)
Cortical (higher)
reason, use language, plan, think abstractly
25. A Simple Model of Learning & Information Processing Sensory Input
Processing
Decoding
Changing sight, sound, smell, taste and touch into nerve impulses
May include Storage and/or Retrieval processes (memory)
Encoding
Changing nerve impulses into sound or movement
Physical Output
26. Our Auto Pilot The brain helps us to learn, naturally and intuitively
Demonstration #1
Demonstration #2
27. Demo #1 - Count the Fs FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
28. Demo #1 - Count the Fs How may Fs were there?
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Many of you ignored the unimportant words - - automatically & subconsciously!
29. Demo #2 - Count the triangles?
30. Demo #2 the kaniza effect Most people will see a white triangle in front of another triangle and three circles. And they may count up to 8 triangles.
Even when you know that the white triangle does not really exist, your brain tries to make sense of this pattern by going for the most likely explanation.
Reference: http://www.youramazingbrain.org.uk/supersenses/kaniza.htm#
32. In Summary
Brain Based Learning video (5:24)
Click on the following Link:
http://csd.mcmaster.ca/academic/onlineresources.html
Scroll down page to Brain Based Learning
How to Treat Your Brain Well
Tolerate Confusion
Read for Meaning
Feed Your Brain
Get Good Sleep
Natural Light & Exercise
33. Part III - How do We Remember? Learning & Memory
34. What is Memory? chemical connections between neurons caused by strong associations
created by action, sensory or emotional event
sustained by repetition Memory: neural traces in your brain
35. Where is Memory?
36. Types of Memory Sensory
exact copy, lasts for a second or less
What was that sound?
Short-term/Working memory
temporary storage, 10 to 20 seconds
typically 7 items telephone number
taking notes, solving a math problem, answering an exam question
Long-term
hopefully permanent
relies on storage and retrieval
37. The Three Rs of Memory Registration
something comes to your attention that has meaning
Retention
a conscious decision to remember followed by a strategy to make it happen
Recall
ability to remember usually linked to strategy/technique used in retention
38. Another IP Model - Attention & Memory
39. What do we remember? Demonstration #3
Primacy effect
Recency effect
Frequency effect
Distinctiveness effect
Organization effect
Reconstruction effect
40. One Technique to Remember Demonstration #4
Half of the class - heads down
Read the following list - Ill give you 15 seconds
41. Demo 4a
42. Demo 4a
43. Demo 4b
44. Demo 4b Tally the score for the two groups
45. Example of Chunking Random list
verses
Chunked list
46. Applying an Mnemonic Strategy The girl plays a green flute.
The heart and lung have blue veins.
The robin and eagle both have organs.
The purple man and child walked down the street.
The hawk played the piano with his finger.
47. Improving Your Memory Relax
Be active
Use many intelligences
Organize your time
Chunk material
Create strong associations Practice output
Review early and regularly
Develop memory aids
Practice, practice, practice
Sleep on it
48. Memory Aids/Techniques Basic
flash cards
mind maps
mnemonic devices - auditory and visual
rhymes, rhythms, songs Advanced
(* See Mind Tools web site)
Memory Peg System
Linking System
Location Method (Roman Room)
Rhyming Method
49. Internet Resources - Memory Interactive Online Study Skills Workshops from Virginia Tech
www.ucc.vt.edu/stdysk/stdyhlp.html
www.ucc.vt.edu/lynch/ImprovConcentration.htm
Mind Tools-Memory Techniques & Mnemonics
www.mindtools.com/memory.html
Study Guides & Strategies - Using Memory Effectively
www.studygs.net/memory.htm
The Memory Page
www.thememorypage.net/
Exploratorium: The Memory Exhibition
www.exploratorium.edu/memory/
Your Amazing Brain
www.youramazingbrain.org.uk/
50. Full Frontal Learning Video Clip (3:56) from
McMaster University
Academic Skills Online
Click on the following Link:
http://csd.mcmaster.ca/academic/onlineresources.html
51. Actions of the Mind Activevs.
Passive Learning
52. Active vs. Passive Learning Characteristics of Passive & Active Learners
Passive Active
53. On Friday
I will teach you ONE powerful active learning strategy called Beat the Forgetting Curve which incorporates both elaboration & rehearsal & various actions of the mind plus it incorporates
note taking
scheduling & time management
study/review & test preparation techniques
54. In Summary Theory to Practice -
What can you do to improve your learning?
55. We Learn... William Glasser 10 % of what we read
20 % of what we hear
30 % of what we see
50 % of what we both see and hear
70 % of what is discussed with others
80 % of what we experience personally
95 % of what we teach someone else
56. Or Simply
Tell me and I will forget
Show me and I may remember
Involve me and I will understand
Ancient Chinese proverb
57. Therefore active multi-sensory learning is most effective!
58. Whats Next in Learning? Learning & Disabilities (after the tour)
How Do YOU Learn? (tomorrow morning)
Lets take a break?
59. Questions? . . . lets take a break!
60. How do we forget? Herman Ebbinghaus, 1885
subjects memorize a list of meaningless, three letter words
tracked how quickly his subjects forgot the words
Became known as the Ebbinghaus or Forgetting Curve
Graphic Source: www.york.ac.uk/depts/maths/histstat/people/ebbinghaus.gif
61. Ebbinghaus Curve: www.psych.purdue.edu/~ben/285su2001/notes/figures/5-forgettingcurve.htm
62. How do we forget?
63. Overcoming the Curve
64. Overcoming the Forgetting CurveAnalogy: the Fishing Trip
65. So Review 10 min - After class (or in evening) by completing, organizing & comprehending (rewriting, typing) notes (e.g. Cornell right column)
24 hr Next day, before Ebbinghaus kicks in, reread notes, condense to main ideas & create questions (e.g. Cornell left column)
1 week - Before class the following week or earlier, review and self-test your recall (e.g. Cornell, cover right column & self-test from left)
Therefore, when you prepare to study for your midterms and finals, you have already reviewed the material a minimum of 3 times
66. How do we forget?
67. Overcoming the Curve