How People Learn
Download as PPTX, PDF0 likes274 views
This document summarizes key findings from the book "How People Learn" about constructivist learning theory. It discusses how students learn best when they actively construct their own understanding rather than passively receiving information. Effective teaching draws out students' preexisting knowledge, provides opportunities for interaction and practice, and helps students learn how to monitor their own learning. The document advocates for student-centered techniques like peer instruction with clickers that engage students in applying and discussing course concepts.
![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](https://image.slidesharecdn.com/howpeoplelearnsp13weeklyworkshop-130408165500-phpapp02/85/How-People-Learn-10-320.jpg)
![Learning requires interaction [2]
12 How People Learn](https://image.slidesharecdn.com/howpeoplelearnsp13weeklyworkshop-130408165500-phpapp02/85/How-People-Learn-12-320.jpg)
![Learning requires interaction [2]
Learning gain:
100%
0.50
% of class
time NOT
0 lecturing
pre-test post-test
13 How People Learn](https://image.slidesharecdn.com/howpeoplelearnsp13weeklyworkshop-130408165500-phpapp02/85/How-People-Learn-13-320.jpg)
![Learning requires interaction [2]
1 2
3 4
14 How People Learn](https://image.slidesharecdn.com/howpeoplelearnsp13weeklyworkshop-130408165500-phpapp02/85/How-People-Learn-14-320.jpg)
![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, 4], p. 232)
18 How People Learn](https://image.slidesharecdn.com/howpeoplelearnsp13weeklyworkshop-130408165500-phpapp02/85/How-People-Learn-18-320.jpg)
![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. 66, 64-74.
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].
32 How People Learn](https://image.slidesharecdn.com/howpeoplelearnsp13weeklyworkshop-130408165500-phpapp02/85/How-People-Learn-32-320.jpg)
How People Learn
- 1. slides and resources: http://tinyurl.com/CTDSp13HPL CTD WEEKLY How People Learn 1 WORKSHOPS: HOW PEOPLE LEARN Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Tuesday, April 9, 2013 11:00 am – 12:00 pm Center Hall, Room 316
- 2. 2 How People Learn
- 3. The traditional lecture is based on the transmissionist learning model (Image by um.dentistry on flickr CC) 3 How People Learn
- 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 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. Learn, p. 14) (How People Instructors must draw out Instruction must students’ pre- be student- existing centered. understandings. 11 How People Learn
- 12. Learning requires interaction [2] 12 How People Learn
- 13. Learning requires interaction [2] Learning gain: 100% 0.50 % of class time NOT 0 lecturing 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) These are characteristics of expertize. 15 How People Learn
- 16. One more characteristic of expertise… 16 How People Learn
- 17. 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) 17 How People Learn
- 18. 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, 4], p. 232) 18 How People Learn
- 19. 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 19 How People Learn
- 20. constructivist 20 How People Learn (Image: stool II by tilaneseven on flickr CC)
- 21. traditional lecture student-centered instruction 21 How People Learn
- 22. student-centered instruction peer instruction w clickers worksheets videos interactive demonstrations surveys of opinions reading quizzes discussions 22 How People Learn
- 23. Evolution of the Solar System Today, we’ve been learning about the formation of the Solar System. Just like a geologist studies the exposed layers on a cliff-face, we study landforms on other planets and moons to find the chronology (sequence) of processes. (Image: NASA) 23 How People Learn
- 24. Clicker question X Are features X and Y ridges or valleys? A) X=ridge, Y=valley B) X=valley, Y=ridge Y C) both are ridges D) both are valleys (EOSC / CWSEI, UBC) 24 How People Learn
- 25. 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, colored/ABCD voting cards,... 4. The instructor reacts, based on the distribution of votes. 25 How People Learn
- 26. In effective peer instruction students teach each other while students they may still hold or remember learn and their preconceptions practice students discuss the concepts in their to how own (novice) language think, communicat e like the instructor finds out what the students know (and don’t know) and reacts experts 26 How People Learn
- 27. Peer Instruction and How People Learn 27 How People Learn
- 28. To learn more about peer instruction Upcoming CTD Teaching and Learning Workshops: April 23 Clickers 1: Intro to Peer Instruction with Clickers April 30 Clickers 2: Writing Good Clicker Questions To register, look for the Spring 2013 Teaching and Learning Workshops at ctd.ucsd.edu 28 How People Learn
- 29. How People Learn Learning is not about what professors do. It’s about what students do! 29 How People Learn
- 30. How People Learn Learning is not about what professors do. It’s about what students do! Corollary: Students will not learn (just) by listening to the professor explain 30 How People Learn
- 31. The Big Picture: Ask yourself Who is doing the work? You or the students? 31 How People Learn
- 32. 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. 66, 64-74. 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]. 32 How People Learn
- 33. slides and resources: http://tinyurl.com/HowPeopleLearnCTD CTD WEEKLY How People Learn 33 WORKSHOPS: HOW PEOPLE LEARN Peter Newbury Center for Teaching Development, University of California, San Diego pnewbury@ucsd.edu @polarisdotca ctd.ucsd.edu #ctducsd Tuesday, April 9, 2013 11:00 am – 12:00 pm Center Hall, Room 316