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HOW PEOPLE LEARN

     Peter Newbury, Ph.D.
     Center for Teaching Development,
     University of California, San Diego
     pnewbury@ucsd.edu              @polarisdotca
     ctd.ucsd.edu                   #ctducsd


     Friday, April 19, 2013
     Preventative Medicine, UCSD
2   How People Learn
The traditional lecture is based on the
          transmissionist learning model




3   How People Learn      (Image by um.dentistry on flickr CC)
Scientifically Outdated, a Known Failure



                       We must abandon the tabula rasa
                         “blank slate” and “students as
                       empty vessels” models of teaching
                                  and learning.




4   How People Learn
Let’s have a learning experience…




5   How People Learn
Here is an important new number
    system. Please learn it.



     1=                4=    7=

     2=                5=    8=

     3=                6=    9=


6   How People Learn
Test
    What is this number?




7   How People Learn
New Number System
    Here’s the structure of the “tic-tac-toe” code:

                         1      2     3

                         4      5     6

                         7      8     9




8   How People Learn
Test
    What is this number?




9   How People Learn
Constructivist theory of learning
     We know How People Learn [1]. There is research that
     informs us. Let’s exploit the patterns of learning to make
     instruction more effective.




10   How People Learn
Key Finding 1
     Students come to the classroom with preconceptions about
     how the world works. If their initial understanding is not
     engaged, they may fail to grasp the new concepts and
     information that are taught, or they may learn them for
     the purposes of a test but revert to their preconceptions
     outside of the classroom.
                                           (How People Learn , p 14.)

                    Instructors must
                   draw out students’      Instruction must be
                      pre-existing          student-centered.
                    understandings.

11   How People Learn
Learning requires interaction [2]




12   How People Learn
Learning requires interaction [2]
                        Normalized learning gain:
                        100%

                                                     0.50


                                % of class time
                                NOT lecturing
                            0
                                   pre-test   post-test



13   How People Learn
Learning requires interaction [2]
                   1                2




                   3                4

14   How People Learn
Key Finding 2
     To develop competence in an area, students must:
         a) have a deep foundation of factual knowledge,
         b) understand facts and ideas in the context of a
             conceptual framework, and
         c) organize knowledge in ways that facilitate
             retrieval and application.
                                        (How People Learn, p 16.)




15   How People Learn
16   How People Learn
Key Finding 2
     To develop competence in an area, students must:
         a) have a deep foundation of factual knowledge,
         b) understand facts and ideas in the context of a
             conceptual framework, and
         c) organize knowledge in ways that facilitate
             retrieval and application.
                                              (How People Learn, p 16.)

                       These are
                    characteristics of   There’s another…
                      expertize.
17   How People Learn
Key Finding 3
     A “metacognitive” approach to instruction can help
     students learn to take control of their own learning by
     defining learning goals and monitoring their progress in
     achieving them.
                                           (How People Learn, p 18.)




18   How People Learn
Aside: metacognition
     Metacognition refers to one’s
     knowledge concerning one’s own
     cognitive processes or anything
     related to them.
     For example, I am engaging in
     metacognition if I notice that I am
     having more trouble learning A
     than B.
                        (Flavell [3], p. 232, [4])




                                                                   (Image adapted from Mark A. Hicks
19   How People Learn                         school.discoveryeducation.com/clipart/category/stud.html)
Key Finding 3
     A “metacognitive” approach to instruction can help
     students learn to take control of their own learning by
     defining learning goals and monitoring their progress in
     achieving them.
                                                 (How People Learn, p 18.)




                     Instructors need to provide
                     opportunities for students to
                   practice being metacognitive –
                  thinking about their own thinking

20   How People Learn
traditional lecture   student-centered instruction


21   How People Learn
peer instruction with clickers
     interactive demonstrations
     surveys of opinions
     reading quizzes
     worksheets
     discussions
     videos

                                      student-centered instruction


22   How People Learn
Clicker question
     Melt chocolate over low heat. Remove the chocolate
     from the heat. What will happen to the chocolate?
     A) It will condense.
     B) It will evaporate.
     C) It will freeze.



                        (Question: Sujatha Raghu from Braincandy via LearningCatalytics)
                                            (Image: CIM9926 by number657 on flickr CC)



23   How People Learn
Critical Care Orientation
     A 70-year-old female is admitted to your unit with
     shortness of breath. Crackles are heard in all lung fields
     and her respiratory rate is labored at 36. Her skin in
     cool to the touch and she is diaphoretic. She has an
     arterial line and a Swan–Ganz catheter. The initial
     parameters are as follows: (see hand-out)




     Irene Knokh, Department of Professional Development and Education for Nursing,
     University of Michigan

24   How People Learn
CCO Clicker question
     What would be the best intervention to address the
     patient’s respiratory status?

     A)    Increase the O2 supply
     B)    Intubation and ventilatory support
     C)    No intervention
     D)    Call RT to administer a breathing treatment with IPPB


     Irene Knokh, Department of Professional Development and Education for Nursing,
     University of Michigan

25   How People Learn
Typical episode of peer instruction
     Alternating with 10-15 minute mini-lectures,
      1. Instructor poses a conceptually-challenging,
          multiple-choice question.
      2. Students think about question on their own.
      3. Students vote for an answer using clickers,
          smart phones, colored/ABCD voting cards,
          Poll Everywhere,…
      4. The instructor reacts, based on the
          distribution of votes.


26   How People Learn
Typical “choreography”
     1. Students think and answer on their own (“solo vote”)
     2. Instructor says, “Interesting! Please turn to your neighbors
         and convince them you’re right.” Walks around the
         classroom, eavesdropping on conversations.
     3. Students discuss question. As things quiet down, instructor
         says, “I’ve heard some great discussions. Please vote
         again.” (“group vote”)
     4. Class-wide discussion, concluding with why the right
         answer(s) is right and the wrong answers are wrong.
     Depending on the solo vote distribution, agile instructors can
     try other variations on 2 – 4.
27   How People Learn
In effective peer instruction
      students teach each other immediately,     students learn
       while they may still hold or remember      and practice
       their novice preconceptions                how to think,
      students discuss the concepts in their     communicate
       own (novice) language                      like experts

      the instructor finds out what the students know (and
       don’t know) and reacts, building on their initial
       understanding and preconceptions.


28   How People Learn
Development of Mastery [5]
            conscious
 Behavior




        unconscious


                           incompetent              competent
                                   Level of Expertise
29      How People Learn
Development of Mastery




                        incompetent              competent
                                Level of Expertise
30   How People Learn
Development of Mastery
            conscious
 Behavior




        unconscious

                           adikko.deviantart.com




31      How People Learn
Development of Mastery
            conscious
 Behavior




        unconscious


                           incompetent              competent
                                   Level of Expertise
32      How People Learn
Development of Mastery
            conscious
 Behavior




        unconscious           1
                           incompetent              competent
                                   Level of Expertise
33      How People Learn
Development of Mastery
            conscious
                              2
 Behavior




        unconscious           1
                           incompetent              competent
                                   Level of Expertise
34      How People Learn
Development of Mastery
            conscious
                              2                         3
 Behavior




        unconscious           1
                           incompetent              competent
                                   Level of Expertise
35      How People Learn
Development of Mastery
            conscious
                              2                         3
 Behavior




        unconscious           1                         4
                           incompetent              competent
                                   Level of Expertise
36      How People Learn
Why Your Students Don’t Understand You
     Expert brains differ from novice brains because novices:
      lack rich, networked connections, cannot make
        inferences, cannot reliably retrieve information
      have preconceptions that distract or confuse
      lack automization, resulting in cognitive overload




37   How People Learn
Development of Mastery
            conscious
                              2                         3
 Behavior




        unconscious           1                         4
                           incompetent              competent
                                   Level of Expertise
38      How People Learn
Development of Mastery
            conscious
                              2                         3
 Behavior




        unconscious           1                         4
                           incompetent              competent
                                   Level of Expertise
39      How People Learn
Effective peer instruction takes time
     Five minutes of peer instruction every 15 minutes means
     25% of class time is spent on interactive, students-
     centered instruction.

                        Where does that time come from?




40   How People Learn
Traditional classroom


                          1. learn easy      2. learn hard
                          stuff together      stuff alone
     1. Transfer: first exposure to material is in class,
        content is transmitted from instructor to student
     2. Assimilate: learning occurs later when student
        struggles alone to complete homework, essay,
        project
                                                        (Mazur [6])

41   How People Learn
Flipped classroom


         1. learn easy      2. learn hard
          stuff alone       stuff together

     1. Transfer: student learns easy content at home:
        definitions, basis skills, simple examples. Frees up
        class time for...
     2. Assimilate: students come to class prepared to
        tackle challenging concepts in class, with immediate
        feedback from peers, instructor                  (Mazur [6])

42   How People Learn
How People Learn
                        Learning is not about
                         what instructors do.
                   It’s about what students do!




43   How People Learn
How People Learn
                        Learning is not about
                         what instructors do.
                   It’s about what students do!

                             Students will not learn
                        (just) by listening to the
                           instructor explain.

44   How People Learn
slides and resources: tinyurl.com/HPLPrevMed




HOW PEOPLE LEARN

     Peter Newbury, Ph.D.
     Center for Teaching Development,
     University of California, San Diego
     pnewbury@ucsd.edu              @polarisdotca
     ctd.ucsd.edu                   #ctducsd


     Friday, April 19, 2013
     Preventative Medicine, UCSD
References
     1.    National Research Council (2000). How People Learn: Brain, Mind,
           Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R.
           Cocking (Eds.),Washington, DC: The National Academies Press.
     2.    Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A
           national study assessing the teaching and learning of introductory
           astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 77, 4,
           320-330.
     3.    Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B.
           Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ:
           Erlbaum.
     4.    Brame, C. (2013). Thinking about metacognition. [blog] January, 2013,
           Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-
           metacognition/ [Accessed: 14 Jan 2013].
     5.    Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX:
           Harcourt College Publishers.
     6.    Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51.
46   How People Learn
Critical Care Orientation
        (Irene Knokh, Department of Professional Development and Education for Nursing, University of Michigan)

     A 70-year-old female is admitted to your unit with shortness of breath.
     Crackles are heard in all lung fields and her respiratory rate is labored at 36.
     Her skin in cool to the touch and she is diaphoretic. She has an arterial line and
     a Swan–Ganz catheter. The initial parameters are as follows:


     BP 80/40
     HR 100 sinus rhythm
     Hemodynamic parameters:
     Preload: RA 10, PA 60/40, PAOP 38,
     Afterload: SVR 2800, PVR 250
     Contractility: CO 2.8, CI 1.8, SvO2 55%
     ABG Ph 7.30, pCO2 58, pO2 52, Bicarbonate 26, SaO2 88%
     Blood work: Na 138, K 3.1, Creatinine 1.6, Hb 9.8

47   How People Learn

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How People Learn (Preventative Medicine edition)

  • 1. slides and resources: tinyurl.com/HPLPrevMed HOW PEOPLE LEARN Peter Newbury, Ph.D. Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Friday, April 19, 2013 Preventative Medicine, UCSD
  • 2. 2 How People Learn
  • 3. The traditional lecture is based on the transmissionist learning model 3 How People Learn (Image by um.dentistry on flickr CC)
  • 4. Scientifically Outdated, a Known Failure We must abandon the tabula rasa “blank slate” and “students as empty vessels” models of teaching and learning. 4 How People Learn
  • 5. Let’s have a learning experience… 5 How People Learn
  • 6. Here is an important new number system. Please learn it. 1= 4= 7= 2= 5= 8= 3= 6= 9= 6 How People Learn
  • 7. Test What is this number? 7 How People Learn
  • 8. New Number System Here’s the structure of the “tic-tac-toe” code: 1 2 3 4 5 6 7 8 9 8 How People Learn
  • 9. Test What is this number? 9 How People Learn
  • 10. Constructivist theory of learning We know How People Learn [1]. There is research that informs us. Let’s exploit the patterns of learning to make instruction more effective. 10 How People Learn
  • 11. Key Finding 1 Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside of the classroom. (How People Learn , p 14.) Instructors must draw out students’ Instruction must be pre-existing student-centered. understandings. 11 How People Learn
  • 12. Learning requires interaction [2] 12 How People Learn
  • 13. Learning requires interaction [2] Normalized learning gain: 100% 0.50 % of class time NOT lecturing 0 pre-test post-test 13 How People Learn
  • 14. Learning requires interaction [2] 1 2 3 4 14 How People Learn
  • 15. Key Finding 2 To develop competence in an area, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application. (How People Learn, p 16.) 15 How People Learn
  • 16. 16 How People Learn
  • 17. Key Finding 2 To develop competence in an area, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application. (How People Learn, p 16.) These are characteristics of There’s another… expertize. 17 How People Learn
  • 18. Key Finding 3 A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. (How People Learn, p 18.) 18 How People Learn
  • 19. Aside: metacognition Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B. (Flavell [3], p. 232, [4]) (Image adapted from Mark A. Hicks 19 How People Learn school.discoveryeducation.com/clipart/category/stud.html)
  • 20. Key Finding 3 A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. (How People Learn, p 18.) Instructors need to provide opportunities for students to practice being metacognitive – thinking about their own thinking 20 How People Learn
  • 21. traditional lecture student-centered instruction 21 How People Learn
  • 22. peer instruction with clickers interactive demonstrations surveys of opinions reading quizzes worksheets discussions videos student-centered instruction 22 How People Learn
  • 23. Clicker question Melt chocolate over low heat. Remove the chocolate from the heat. What will happen to the chocolate? A) It will condense. B) It will evaporate. C) It will freeze. (Question: Sujatha Raghu from Braincandy via LearningCatalytics) (Image: CIM9926 by number657 on flickr CC) 23 How People Learn
  • 24. Critical Care Orientation A 70-year-old female is admitted to your unit with shortness of breath. Crackles are heard in all lung fields and her respiratory rate is labored at 36. Her skin in cool to the touch and she is diaphoretic. She has an arterial line and a Swan–Ganz catheter. The initial parameters are as follows: (see hand-out) Irene Knokh, Department of Professional Development and Education for Nursing, University of Michigan 24 How People Learn
  • 25. CCO Clicker question What would be the best intervention to address the patient’s respiratory status? A) Increase the O2 supply B) Intubation and ventilatory support C) No intervention D) Call RT to administer a breathing treatment with IPPB Irene Knokh, Department of Professional Development and Education for Nursing, University of Michigan 25 How People Learn
  • 26. Typical episode of peer instruction Alternating with 10-15 minute mini-lectures, 1. Instructor poses a conceptually-challenging, multiple-choice question. 2. Students think about question on their own. 3. Students vote for an answer using clickers, smart phones, colored/ABCD voting cards, Poll Everywhere,… 4. The instructor reacts, based on the distribution of votes. 26 How People Learn
  • 27. Typical “choreography” 1. Students think and answer on their own (“solo vote”) 2. Instructor says, “Interesting! Please turn to your neighbors and convince them you’re right.” Walks around the classroom, eavesdropping on conversations. 3. Students discuss question. As things quiet down, instructor says, “I’ve heard some great discussions. Please vote again.” (“group vote”) 4. Class-wide discussion, concluding with why the right answer(s) is right and the wrong answers are wrong. Depending on the solo vote distribution, agile instructors can try other variations on 2 – 4. 27 How People Learn
  • 28. In effective peer instruction  students teach each other immediately, students learn while they may still hold or remember and practice their novice preconceptions how to think,  students discuss the concepts in their communicate own (novice) language like experts  the instructor finds out what the students know (and don’t know) and reacts, building on their initial understanding and preconceptions. 28 How People Learn
  • 29. Development of Mastery [5] conscious Behavior unconscious incompetent competent Level of Expertise 29 How People Learn
  • 30. Development of Mastery incompetent competent Level of Expertise 30 How People Learn
  • 31. Development of Mastery conscious Behavior unconscious adikko.deviantart.com 31 How People Learn
  • 32. Development of Mastery conscious Behavior unconscious incompetent competent Level of Expertise 32 How People Learn
  • 33. Development of Mastery conscious Behavior unconscious 1 incompetent competent Level of Expertise 33 How People Learn
  • 34. Development of Mastery conscious 2 Behavior unconscious 1 incompetent competent Level of Expertise 34 How People Learn
  • 35. Development of Mastery conscious 2 3 Behavior unconscious 1 incompetent competent Level of Expertise 35 How People Learn
  • 36. Development of Mastery conscious 2 3 Behavior unconscious 1 4 incompetent competent Level of Expertise 36 How People Learn
  • 37. Why Your Students Don’t Understand You Expert brains differ from novice brains because novices:  lack rich, networked connections, cannot make inferences, cannot reliably retrieve information  have preconceptions that distract or confuse  lack automization, resulting in cognitive overload 37 How People Learn
  • 38. Development of Mastery conscious 2 3 Behavior unconscious 1 4 incompetent competent Level of Expertise 38 How People Learn
  • 39. Development of Mastery conscious 2 3 Behavior unconscious 1 4 incompetent competent Level of Expertise 39 How People Learn
  • 40. Effective peer instruction takes time Five minutes of peer instruction every 15 minutes means 25% of class time is spent on interactive, students- centered instruction. Where does that time come from? 40 How People Learn
  • 41. Traditional classroom 1. learn easy 2. learn hard stuff together stuff alone 1. Transfer: first exposure to material is in class, content is transmitted from instructor to student 2. Assimilate: learning occurs later when student struggles alone to complete homework, essay, project (Mazur [6]) 41 How People Learn
  • 42. Flipped classroom 1. learn easy 2. learn hard stuff alone stuff together 1. Transfer: student learns easy content at home: definitions, basis skills, simple examples. Frees up class time for... 2. Assimilate: students come to class prepared to tackle challenging concepts in class, with immediate feedback from peers, instructor (Mazur [6]) 42 How People Learn
  • 43. How People Learn Learning is not about what instructors do. It’s about what students do! 43 How People Learn
  • 44. How People Learn Learning is not about what instructors do. It’s about what students do! Students will not learn (just) by listening to the instructor explain. 44 How People Learn
  • 45. slides and resources: tinyurl.com/HPLPrevMed HOW PEOPLE LEARN Peter Newbury, Ph.D. Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Friday, April 19, 2013 Preventative Medicine, UCSD
  • 46. References 1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press. 2. Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 77, 4, 320-330. 3. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum. 4. Brame, C. (2013). Thinking about metacognition. [blog] January, 2013, Available at: http://cft.vanderbilt.edu/2013/01/thinking-about- metacognition/ [Accessed: 14 Jan 2013]. 5. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers. 6. Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51. 46 How People Learn
  • 47. Critical Care Orientation (Irene Knokh, Department of Professional Development and Education for Nursing, University of Michigan) A 70-year-old female is admitted to your unit with shortness of breath. Crackles are heard in all lung fields and her respiratory rate is labored at 36. Her skin in cool to the touch and she is diaphoretic. She has an arterial line and a Swan–Ganz catheter. The initial parameters are as follows: BP 80/40 HR 100 sinus rhythm Hemodynamic parameters: Preload: RA 10, PA 60/40, PAOP 38, Afterload: SVR 2800, PVR 250 Contractility: CO 2.8, CI 1.8, SvO2 55% ABG Ph 7.30, pCO2 58, pO2 52, Bicarbonate 26, SaO2 88% Blood work: Na 138, K 3.1, Creatinine 1.6, Hb 9.8 47 How People Learn