How People Learn
description
Transcript of How People Learn
How People LearnMary Pat Wenderoth
University of Washington
How People LearnJ. Bransford, National Research Council 1999
1. Address students’ alternative conceptions
Three major findings:
2. Build BOTH a deep foundation of factual knowledge AND strong conceptual framework.3. Enhance students’ ability to monitor learning
(metacognition)
1. Address students’ alternative conceptions.What causes the seasons?
summer
spring
winter
autumn
Summer in North America
Winter in South America!
http://www.learner.org/resources/series28.html
2. Build BOTH factual knowledge AND conceptual framework.Pages published in PNAS 1950-2012
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How People Learn, Chase & Simon 1973
The value of conceptual frameworks
The chessboard challenge
Correctly place the 25 chess pieces
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Board #2
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2. Build BOTHFactual
knowledgeConceptual framework
What are the key conceptual
frameworks in your field?
3. Enhance students’ metacognition.KNOWLEDGE about cognition
What to studyHow to studyWhen and why to study
How to help your students learn to monitor their
understanding?
REGULATION of cognitionPlan studyingMonitor studyingEvaluate effectiveness of
study strategies
Schraw 1998 Instructional Science 26:113
Learning Paragraphs-Due every Friday at 10 am-Respond to question posted on web
Learning Paragraphs
Results:
• 85% noted a positive influence on learning
• Got them to stop for a moment in their busy worlds.
Final Question:
How has reflecting on your learning each week influenced your learning in Biol 350?
Learning Paragraphs
“Some weeks no matter how much I thought I was paying attention in class it would be Thursday night and I’d be thinking ‘Huh? What did I learn this week? Oh yeah….’ which got me to examine what was going on in class and the learning process before the weekend completely wiped everything away.”
Student comment:
Summary Sheets
How People LearnNational Research Council 1999
1. Address alternative conceptions2. Build conceptual framework
3. Monitor learning------metacognition
How to implement in classroom?
Three major findings:
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•Audio-visual•Demonstration•Discussion•Lecture•Practice•Reading•Teaching
Science of Learning
NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314
http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm
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•Audio-visual•Demonstration•Discussion•Lecture•Practice•Reading•Teaching
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NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314
http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm
•Audio-visual•Demonstration•Discussion•Lecture•Practice•Reading•Teaching
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lecturereading
teaching
practice
discussion
demonstration
audio-visual
Science of Learning
The National Training Laboratories of Alexandria VA
The New Science of Teaching and Learning by Tracey Tokuhama-Espinosa 2010
Students talking
Faculty talking
How to implement in your classroom?
Use of Clickers and Peer Instruction
Smith et al. Science 2009Smith et al. CBE- Life Science Education 2011
revote
revote
Q2: Isomorphic question
Smith et al. Science 2009Smith et al. CBE- Life Science Education 2011
Alone
Peer
Instructor explains
“Priming”
Q2Q1
Q1
“Ask, Don’t Tell”
Guiding Principles
The person doing the talkingis doing the learning
Knight, J. and B. Couch presentation at SABER 2013
Senior level- Developmental Biology course
•Small group (4-5 students) work in class of 50•Two sections of same class•Use of clicker questions•Record, transcribe, analyze conversations for reasoning
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0 - no reasoning noted1 student gave explanation2 or more students exchanged ideas3-two or more students exchanged ideas and gave warrants
Answer-Centered class
Reasoning-Centered Class
prompt
“Discuss your answers with your table and re-vote. Then I’ll explain the correct answer.”
“Discuss your answer with your table and focus on the reasons for your answer. Then I will ask you to share your reasons.”
Quality of
reasoning
Knight, J. and B. Couch presentation at SABER 2013
Senior level- Developmental Biology course
significantly higher quality of reasoning
Avoid “Clicker Abuse” 1. Pose a challenging higher order
question (< 60% correct)
2. First, let students answer alone3. Do not show results4. Encourage peer discussion5. Revote6. Instructor led debrief
- asking for LOGIC behind answer
Smith et al. Science 2009Smith et al. CBE- Life Science Education 2011Mazur Peer- Instruction
Your prompts are key
Increased Course Structure Improves Performance in Introductory
Biology
Freeman, Hake, & Wenderoth (2011)CBE—LSE 10, 175–186
Bloom ALL exam questions from Fall 2002 - 2009
Bloom level increased from 2.7 to 3.1
Fall 2002
--lecturing
--Socratic method
LOW
Spring 2005
--lecturing --clicker Q--reading Q
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Fall 2009
--No lecturing (at all) --6+ clicker Q-- weekly practice exam-- daily reading Q--15 random calls
HIGH
Spr ‘02
Spr ‘03
Spr ‘05
Fall ‘05
Fall ‘07
Fall ‘09
< 1.5 18.2% 15.8% 10.9% 11.7% 7.4% 6.3%
Increased Course Structure Improves Performance in Introductory
Biology
Faculty talking
Student learning
Freeman, Hake, & Wenderoth (2011) CBE—LSE 10, 175–186
Cognitive Science of Learning
Fixed vs Fluid Thinkers
Self-Theories by Carol Dweck
Fixed vs Fluid
Intelligence set amountunlimited
Risk-tolerance lowhigh
Failure validationchallenge
Aronson, Fried & Good- Journal of Experimental Social Psychology 38, 113–125 (2002)
Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence
79 Stanford Undergrads
42 Black --- 37 White
Malleable pen pal
Control pen pal
3- 1 hr sessions over 10 days
Write a letter to a struggling middle school student from an
impoverished community.
Brain is “like a muscle”
Intelligence composed of many different abilities
Scholastic Pen Pal Program
Malleable pen pal
Control pen pal
non pen pal
Series of questions- malleable ------- fixed mind set 6 1
Black White Black White Black White
Mind set
5.04 4.81 4.40 4.02 4.15 3.72
GPA 3.32 3.55 3.03 3.34 3.10 3.35
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TigerTiger TigerTiger
Blocked OR Interleaved
How to teach and study?
Birnbaum, Kornell, Bjork, & Bjork (2009)
16 different types of butterflies
Copper Streak NymphMark
Please identify the image. Which of the following is it?
AdmiralAmericanBaltimoreCooperEastern TigerHairstreakHarvesterMarkPainted LadyPine Elfin PipevineSpright TipperTree SatyrViceroy Wood Nymph.
Birnbaum, Kornell, Bjork, & Bjork (2009)
Which students are most
confident?Actual results
Birnbaum, Kornell, Bjork, & Bjork (2009)
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“Desirable Difficulty”
Learners are poor judges of effective study
techniques
Bjork, Roediger, Karpicke
“Desirable Difficulties”• Interleave vs block
Cognitive Science of Learning
Group 1 S S S STest ------------ Test
Group 2 S S S TTest ------------ Test
Group 3 S S T TTest ------------ Test
Group 4 S T T T Test ------------ Test
“Testing Effect”-- Retrieval
1st 2nd
12 word pairs Swahili-- English
5 min
-week
Roediger and Karpicke 2004
Re-study or re-reading creates
“Illusions of knowing”
Testing enhances learning
“Testing Effect”
1. Challenge alternative conceptions2. Build frameworks
3. Enhance metacognition
How People Learn
Fixed vs Fluid mind set
“Desirable Difficulties”(interleaving)
“Testing Effect”
“Ask, Don’t Tell”