1. CTD Weekly Workshops: How People LearnUnless otherwise noted, content is licensed under a Creative Commons Attribution- Non Commercial 3.0 License.Peter Newbury, Ph.D. Center for Teaching Development, University of California, San Diegopnewbury@ucsd.edu @polarisdotca #ctducsd ctd.ucsd.eduresources: ctd.ucsd.edu/programs/weekly-workshops-fall-2014/please sign inOctober 15, 2014

2. Why are we here?How (you can help) People Learn2What do you think students are doing in a typical university class?A)listeningB)absorbingC)learningD)note-taking 3. The traditional lecture is based on the transmissionist model of learningHow (you can help) People Learn3image by um.dentistry on flickr CC 4. Important new number systemHow (you can help) People Learn4Learn it.1 =4 =7 =2 =5 =8 =3 =6 =9 = 5. TestHow (you can help) People Learn5What is this number? 6. Scientifically outdated, a known failureHow (you can help) People Learn6We must abandon the tabula rasa (blank slate) and students as empty vessels models of teaching and learning. 7. New Number System = tic-tac-toe codeHow (you can help) People Learn7123456789 8. TestHow (you can help) People Learn8What number is this? 9. Constructivist Theory of LearningHow (you can help) People Learn9New learning is based on knowledge you already have.You store things in long term memory through a set of connections that are made with your existing memories.(Image by Rebecca-Lee on flickr CC)learning is done by individuals 10. 10How (you can help) People Learn 11. How People LearnHow (you can help) People Learn113 Key Findings3 Implications for Teaching3 Designs for Classroom Environment 12. Key Finding 1How (you can help) People Learn12Students 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.) 13. Key Finding 2How (you can help) People Learn13To 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, andc)organize knowledge in ways that facilitate retrieval and application.(How People Learn, p 16.) 14. Key Finding 3How (you can help) People Learn14A 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.) 15. Aside: metacognitionHow (you can help) People Learn15Metacognition refers to ones knowledge concerning ones 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.([2], [3])cognitionmeta 16. Key Finding 3How (you can help) People Learn16A 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. In groups of 3 4...How (you can help) People Learn17Sort your cards into 3 sets of 3:Key Finding 2Implication for TeachingImplication for TeachingImplication for TeachingDesigning Classroom Environments 18. 18How (you can help) People Learn 19. Key Finding 1How (you can help) People Learn19Students 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.) 20. Implications for Teaching 1How (you can help) People Learn20Teachers must draw out and work with the preexisting understandings that their students bring with them.(How People Learn, p 19.) 21. How (you can help) People Learn211 =4 =7 =2 =5 =8 =3 =6 =9 =123456789unsupported, unfamiliar contentbuilt on pre-existing knowledge(tic-tac-toe board)TransmissionistConstructivist 22. What do students bring to your class?How (you can help) People Learn22Work with the person next to you.Partner 1 (whose first name comes earlier in alphabet):Think of a concept in a freshman-level course in your discipline. What knowledge, experience, or skill do your students already have that you can use to teach that concept?Partner 2:Help your partner align pre-existing knowledge, experience, or skill and the concept.In a moment but not yet [4] 23. Classroom Environments 1How (you can help) People Learn23Schools and classrooms must be learner centered.(How People Learn, p. 23)Students need to encounter safe yet challenging conditions in which they can try, fail, receive feedback, and try again without facing summative evaluation.(What the best college teachers do, p.108) 24. Learning requires interaction [6]How (you can help) People Learn241234 25. Key Finding 2How (you can help) People Learn25To 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, andc)organize knowledge in ways that facilitate retrieval and application.(How People Learn, p 16.) 26. How (you can help) People Learn26 27. Implications for Teaching 2How (you can help) People Learn27Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.Classroom Environments 2To provide a knowledge-centered environment, attention must be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like.(How People Learn, p 20.)(How People Learn, p 24.) 28. How (you can help) People Learn28knowledgeframeworkretrieval 29. How (you can help) People Learn29knowledgeframeworkretrieval 30. 30knowledgeframeworkretrievalHow (you can help) People Learn 31. Key Finding 3How (you can help) People Learn31A 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.) 32. Implications for Teaching 3How (you can help) People Learn32The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.Classroom Environments 3Formative assessments ongoing assessments designed to make students thinking visible to both teachers and students are essential.(How People Learn, p 21.)(How People Learn, p 24.) 33. Supporting metacognitionHow (you can help) People Learn33Why do you think instructors ask, Any questions?A)to signal theyre at the end of a section or conceptB)so the instructor can check if s/he can continueC)so the instructor can check if the students understandD)so the students can check if theyre ready to continueE)not sure but its something instructors should doWhat questions do you have for me?and give them enough time to ask a useful question 34. 34How (you can help) People Learn 35. CTD Weekly Workshops: How People LearnUnless otherwise noted, content is licensed under a Creative Commons Attribution- Non Commercial 3.0 License.Peter Newbury, Ph.D. Center for Teaching Development, University of California, San Diegopnewbury@ucsd.edu @polarisdotca #ctducsd ctd.ucsd.eduresources: ctd.ucsd.edu/programs/weekly-workshops-fall-2014/please sign in 36. ReferencesHow People Learn - collegeclassroom.ucsd.edu361.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.Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.3.Brame, C. (2013). Thinking about metacognition. [blog] January, 2013, Available at: http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan 2013].4.Williams, L. In a Moment, But Not Yet. store.training-wheels.com/inmobutnotye.html5.Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.6.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.