How People Learn (Preventative Medicine edition)
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Transcript of How People Learn (Preventative Medicine edition)
HOW PEOPLE LEARN
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
Friday, April 19, 2013
Preventative Medicine, UCSD
slides and resources: tinyurl.com/HPLPrevMed
How People Learn 2
The traditional lecture is based on the
transmissionist learning model
How People Learn 3 (Image by um.dentistry on flickr CC)
Scientifically Outdated, a Known Failure
4 How People Learn
We must abandon the tabula rasa
“blank slate” and “students as
empty vessels” models of teaching
and learning.
Let’s have a learning experience…
5 How People Learn
Here is an important new number
system. Please learn it.
How People Learn 6
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
Test
How People Learn 7
What is this number?
New Number System
How People Learn 8
Here’s the structure of the “tic-tac-toe” code:
1 2 3
4 5 6
7 8 9
Test
How People Learn 9
What is this number?
Constructivist theory of learning
10
We know How People Learn [1]. There is research that
informs us. Let’s exploit the patterns of learning to make
instruction more effective.
How People Learn
Key Finding 1
How People Learn 11
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.
(How People Learn , p 14.)
Instructors must
draw out students’
pre-existing
understandings.
Instruction must be
student-centered.
Learning requires interaction [2]
How People Learn 12
Learning requires interaction [2]
How People Learn 13
% of class time
NOT lecturing
Normalized learning gain:
pre-test 0
100%
post-test
0.50
Learning requires interaction [2]
How People Learn 14
1 2
3 4
Key Finding 2
15
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.)
How People Learn
How People Learn 16
Key Finding 2
17
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.)
How People Learn
These are
characteristics of
expertize.
There’s another…
Key Finding 3
18
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.)
How People Learn
Aside: metacognition
How People Learn 19
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], p. 232, [4])
(Image adapted from Mark A. Hicks
school.discoveryeducation.com/clipart/category/stud.html)
Key Finding 3
20
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.)
How People Learn
Instructors need to provide
opportunities for students to
practice being metacognitive –
thinking about their own thinking
How People Learn 21
student-centered instruction traditional lecture
How People Learn 22
student-centered instruction
peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
worksheets
discussions
videos
Clicker question
How People Learn 23
Melt chocolate over low heat. Remove the chocolate
from the heat. What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
Critical Care Orientation
How People Learn 24
A 70-year-old female is admitted to your unit with
shortness of breath. Crackles are heard in all lung fields
and her respiratory rate is labored at 36. Her skin in
cool to the touch and she is diaphoretic. She has an
arterial line and a Swan–Ganz catheter. The initial
parameters are as follows: (see hand-out)
Irene Knokh, Department of Professional Development and Education for Nursing,
University of Michigan
CCO Clicker question
How People Learn 25
What would be the best intervention to address the
patient’s respiratory status?
A) Increase the O2 supply
B) Intubation and ventilatory support
C) No intervention
D) Call RT to administer a breathing treatment with IPPB
Irene Knokh, Department of Professional Development and Education for Nursing,
University of Michigan
Typical episode of peer instruction
How People Learn 26
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,
smart phones, colored/ABCD voting cards,
Poll Everywhere,…
4. The instructor reacts, based on the
distribution of votes.
Typical “choreography”
How People Learn 27
1. Students think and answer on their own (“solo vote”)
2. Instructor says, “Interesting! Please turn to your neighbors
and convince them you’re right.” Walks around the
classroom, eavesdropping on conversations.
3. Students discuss question. As things quiet down, instructor
says, “I’ve heard some great discussions. Please vote
again.” (“group vote”)
4. Class-wide discussion, concluding with why the right
answer(s) is right and the wrong answers are wrong.
Depending on the solo vote distribution, agile instructors can
try other variations on 2 – 4.
In effective peer instruction
How People Learn
students teach each other immediately,
while they may still hold or remember
their novice preconceptions
students discuss the concepts in their
own (novice) language
the instructor finds out what the students know (and
don’t know) and reacts, building on their initial
understanding and preconceptions.
students learn
and practice
how to think,
communicate
like experts
28
Development of Mastery [5]
How People Learn 29
conscious
unconscious
incompetent competent
Level of Expertise
Beha
vior
Development of Mastery
How People Learn 30
incompetent competent
Level of Expertise
Development of Mastery
How People Learn 31
conscious
unconscious
adikko.deviantart.com
Beha
vior
Development of Mastery
How People Learn 32
conscious
unconscious
incompetent competent
Level of Expertise
Beha
vior
Development of Mastery
How People Learn 33
conscious
unconscious
incompetent competent
1
Level of Expertise
Beha
vior
Development of Mastery
How People Learn 34
conscious
unconscious
incompetent competent
1
2
Level of Expertise
Beha
vior
Development of Mastery
How People Learn 35
conscious
unconscious
incompetent competent
1
2 3
Level of Expertise
Beha
vior
Development of Mastery
How People Learn 36
conscious
unconscious
incompetent competent
1
2 3
4
Level of Expertise
Beha
vior
Why Your Students Don’t Understand You
How People Learn 37
Expert brains differ from novice brains because novices:
lack rich, networked connections, cannot make
inferences, cannot reliably retrieve information
have preconceptions that distract or confuse
lack automization, resulting in cognitive overload
Development of Mastery
How People Learn 38
conscious
unconscious
incompetent competent
1
2 3
4
Level of Expertise
Beha
vior
Development of Mastery
How People Learn 39
conscious
unconscious
incompetent competent
1
2 3
4
Level of Expertise
Beha
vior
Effective peer instruction takes time
How People Learn 40
Five minutes of peer instruction every 15 minutes means
25% of class time is spent on interactive, students-
centered instruction.
Where does that time come from?
Traditional classroom
How People Learn 41
1. Transfer: first exposure to material is in class,
content is transmitted from instructor to student
2. Assimilate: learning occurs later when student
struggles alone to complete homework, essay,
project
1. learn easy
stuff together 2. learn hard
stuff alone
(Mazur [6])
Flipped classroom
How People Learn 42
1. Transfer: student learns easy content at home:
definitions, basis skills, simple examples. Frees up
class time for...
2. Assimilate: students come to class prepared to
tackle challenging concepts in class, with immediate
feedback from peers, instructor
2. learn hard
stuff together 1. learn easy
stuff alone
(Mazur [6])
How People Learn
43
Learning is not about
what instructors do.
It’s about what students do!
How People Learn
How People Learn
44
Learning is not about
what instructors do.
It’s about what students do!
Students will not learn
(just) by listening to the
instructor explain.
How People Learn
HOW PEOPLE LEARN
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
[email protected] @polarisdotca
ctd.ucsd.edu #ctducsd
Friday, April 19, 2013
Preventative Medicine, UCSD
slides and resources: tinyurl.com/HPLPrevMed
References
How People Learn 46
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. 77, 4, 320-330.
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].
5. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX: Harcourt College Publishers.
6. Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51.
Critical Care Orientation (Irene Knokh, Department of Professional Development and Education for Nursing, University of Michigan)
How People Learn
A 70-year-old female is admitted to your unit with shortness of breath.
Crackles are heard in all lung fields and her respiratory rate is labored at 36.
Her skin in cool to the touch and she is diaphoretic. She has an arterial line and
a Swan–Ganz catheter. The initial parameters are as follows:
BP 80/40
HR 100 sinus rhythm
Hemodynamic parameters:
Preload: RA 10, PA 60/40, PAOP 38,
Afterload: SVR 2800, PVR 250
Contractility: CO 2.8, CI 1.8, SvO2 55%
ABG Ph 7.30, pCO2 58, pO2 52, Bicarbonate 26, SaO2 88%
Blood work: Na 138, K 3.1, Creatinine 1.6, Hb 9.8
47