Economic Education and How People Learn
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Transcript of Economic Education and How People Learn
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Economic Education andHow People Learn
Scott Simkins, Interim DirectorAcademy for Teaching and Learning (ATL)
North Carolina A&T State University
Acknowledgements: Mark Maier, Glendale Community College, Glendale, CA, USA
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Learning and the Brain
What do we know about learners and how people learn?
Brain research, neurons,
and synapses …
Learning is a biological process…- Robert Leamnson
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Learning Sciences Research
What do we know about learners and how people learn?
… learning sciences research and implications for teaching …
How People Learn: Brain, Mind, Experience, and School (2000) Bransford, Brown, and Cocking, National Academies Press
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Learning Sciences Research
What do we know about learners and how people learn?
… learning sciences research and implications for teaching …
How Students Learn: History, Mathematics, and Science in the Classroom (2005) Committee on How People Learn, A Targeted Report for Teachers, Center for Studies on Behavior and Development, National Research Council
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A Focus on Learning
The Goal: Better Learning
How can we apply and extend new knowledge about how people learn?
How can we create learning environments that provide more opportunities for learning?
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Three Significant Learning Principles
Engaging Students’ Prior Understandings
Building Factual Knowledge and Conceptual Frameworks
Developing Self-Monitoring Students
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Engaging Prior Understandings
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Engaging Prior Understandings
Students have their own mental models already in place.
Learning new ideas often requires “unlearning” prior understandings.
Find out students’ prior understandings and help them challenge those preconceptions.
Preconceptions developed from everyday experiences … impose serious constraints on understanding formal disciplines.
- How Students Learn History, Mathematics, and Science in the Classroom
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Building Conceptual Frameworks
Learning with understanding affects our ability to apply what is learned.
- How Students Learn History, Mathematics, and Science in the Classroom
Developing “expert” (vs. novice) learners, deep vs. surface learning
Help students use concepts to organize information. To improve transfer of knowledge, encourage effort
and practice, requesting multiple representations, and introduce “desirable difficulties.”
Build upon mental models that are already in place.
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Building Conceptual Frameworks
Depth matters more than breadth
Give students lots of practice using concepts and theories – applying them to real-world tasks.
Facts are important, but will be quickly forgotten if not developed in a conceptual framework.
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Developing Self-Monitoring Students
“You are the owners and operators of your own brain, but it came without an instruction book. We need to learn how we learn.”
- How Students Learn History, Mathematics, and Science in the Classroom
Help students become aware of their learning processes.
Encourage students to ask questions – What information is needed? What do I know about this problem? How did I solve this?
Encourage student reflection about the learning process.
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Developing Self-Monitoring Students
Understanding how we know things matters,not just the things we know.
Help students reflect on the thought process of “knowing,” not just the content.
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From Theory to Practice
Potential Pedagogies to Promote Learning
Just-in-Time Teaching (JiTT) Problem-based learning Collaborative learning techniques (CoLTs) Context-rich problems Peer Instruction Classroom Assessment Techniques (CATs) + others…
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Designing Learning EnvironmentsKnowledge-centered
Experts vs. novices Transfer of
knowledge
Learner-centered Pre-conceptions Metacognition
Assessment-centered Formative assessment
and feedback Self-assessment
Community-centered Knowledge is socially
constructed Creating an environment
for intentional learning
How People Learn: Brain, Mind, Experience, and School (2000) Bransford, Brown, and Cocking, National Academies Press.