By: Kristina Yegoryan

“I will not use what I’m learning anyways!”

“ I just need to pass this class!”

WHAT TO DO?

HOW TO CHANGE STUDENTS’ ATTITUDE TOWARDS THE COURSE OR SPECIFIC TOPIC?

1.  UNDERSTAND MEMORY

EMPOWER STUDENTS

ADJUST TEACHING METHOLOGY

CHANGE COURSE REDISIGN

2. KEEP THE ATTENTION

3. CHANGE THE MIND SET

4. Do NOT EXPECT MULTITASKING

EXPLICIT: the associative memory

conscious recollection of facts and events

  Episodic Memory- autobiographical: it provides us with a crucial record of our personal experiences 

  Semantic Memory- accounts for our "textbook learning" or general knowledge 

Any past event in which we played a part, and which we remember as an "episode"

How well we record an episodic memory ?

_things that occur to us in emotionally charged conditions are often stronger memories.

_the strength with which your brain records the memory when you first experience it through senses.

This form of memory appears to be centered in the brain's hippocampus. 

  As with episodic memory, semantic memory ranges from strong (recall) to weak (familiarity).

  Unlike episodic memory, semantic memory is better sustained over time.  

Autobiographical, Emotional and Sesory

 EMPOWER- Student’s role and contribution

- Partaking in course objectives and syllabus

 Frontload RELEVANCE-meaningful and interesting for students

- Intent relevance (activates curiosity, interest, triggers innate desire)

- Initial relevance (is laborious)-short story, video clip, case study followed by a prompt

  Make the lecture/topic/information MEMRABLE

-Recency: How long has it been since last explosure?

-Frequency: How many tmes have they experienced it?

-Potency: What kind of impact did it have?

  Make learning ACTIVE “Having active control over a learning situation is very powerful. Whole swaths of the brain not

only turn on, but also get functionally connected” University of Illinois professor Neal Cohen and Joel Voss.

Voss’ experiment- active and passive learning tests revealed that “Those who had active control over the viewing window were significantly better than their peers at identifying the original objects and locations”

IMPLICIT: cannot consciously recall the facts but their reaction shows the experience. “Is the non-declarative memory- is a type of long-term memory that doesn't require conscious thought. It allows you to do things by rote” (brainhq). ex. Car ad on the billboard with a car and huge words “Panther”

-Procedural Memory- enables us to carry out commonly learned tasks without consciously thinking about them. It's our "how to" knowledge

-Priming Memory- through priming You are "primed" by your experiences; if you have heard something recently or many more times than another thing, you are primed to recall it more quickly.

https://www.ted.com/talks/elizabeth_loftus_the_fiction_of_memory?language=en

FALSE MEMORY- recalling of wrong facts

How to keep students’ attention?

  ACTIVE ATTENTION- Volunteer

One forces himself to stay focused, but it’s a matter of time and interest

  PASSIVE ATTENTION- No effort involved, happens naturally

When the class is interesting and engaging students pay attention without voluntarily forcing themselves to be attentive.

  Active Attention- is upon students

  Passive Attention –is upon instructors

TO DO: Re-Design your class

- Do what will interest them

- Make the “zone out” student’s be attentive

- Do what will get their attention

(Visuals, audio, Ted-Ed lessons, interesting assignments, student presentations, activities)

KNOW THE STUDENT’S MINDSET

Slide/info credit to: Writing Center/ Stars LAVC

Is related to your belief about ability

Fixed mindset – ability cannot change

Growth mindset – ability can change (grow)

Slide/info credit to: Writing Center/ Stars LAVC

In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never

look dumb.

In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein,

but they believe everyone can get smarter if they work at it. —Carol Dweck, Stanford University

Slide/info credit to: Writing Center/ Stars LAVC

Intelligence=______% effort _______% ability

Fixed = 35% effort vs. 65% ability Growth = 65% effort vs. 35% ability

For example, if a student says, “I’m not a math person” then that belief acts as an easy excuse to avoid practicing math.

The fixed mindset prevents a student from failing in the short–run, but in the long–run it hinders their ability to learn, grow, and

develop new skills.

Slide/info credit to: Writing Center/ Stars LAVC

Praised for effort Praised for ability

goals 90% of the group created learning goals

66% of the group created performance goals

enjoyment continued decreased

persistence continued decreased

performance improved declined

lied about scores one individual 40%

Slide/info credit to: Writing Center/ Stars LAVC

  https://www.teachingchannel.org/videos/growth-mindset-eed

Slide/info credit to: Writing Center/ Stars LAVC

  Emphasize Challenge, Not "Success”

  Give a Sense of Progress

  Formative Feedback 

  Create space for new ideas

  Use the word “yet.”

  Reward actions, not traits.

Slide/info credit to: Writing Center/ Stars LAVC