05 the learning process
DESCRIPTION
For instructional skills workshops, after brainstorming characteristics of effective and ineffective instructors and then having a discussion about the characteristics, I present this PowerPoint on the learning process. This is a discussion on learning theory, which focuses on helping learners store and retrieve information from long-term memory.TRANSCRIPT
The Learning ProcessThe Learning Process
Peter FenrichPeter FenrichInstructional Development ConsultantInstructional Development Consultant
Learning and Teaching Centre (bcit.ca/ltc)Learning and Teaching Centre (bcit.ca/ltc)British Columbia Institute of TechnologyBritish Columbia Institute of Technology
Tel: 604-432-8817Tel: [email protected][email protected]
Introduction
Have your students Have your students ever asked you to ever asked you to repeat something you repeat something you just stated?just stated?
Has a teacher stated Has a teacher stated something that you something that you immediately forgot?immediately forgot?
Outcome
By the end of this lesson, By the end of this lesson, yyou should be able to ou should be able to facilitate learning through facilitate learning through applying a learning model.applying a learning model.
Pre-assessment
What do you know What do you know about how the brain about how the brain stores and retrieves stores and retrieves information?information?
There are many models. This basic There are many models. This basic one works.one works.
Learning Model
Receivers receive information from Receivers receive information from the environment.the environment.
These include your eyes, ears, These include your eyes, ears, tongue, nose, and the parts of your tongue, nose, and the parts of your body that can feel.body that can feel.
Receivers
Does Does music distract? distract? Since students can only concentrate Since students can only concentrate
on one thing at a time, make sure on one thing at a time, make sure they are concentrating on what you they are concentrating on what you want them to learn. You must allow want them to learn. You must allow students time to do the "one" thing. students time to do the "one" thing.
Receivers - Concentration
Receivers only retain information for Receivers only retain information for 1/2 to 2 seconds. You must notice or 1/2 to 2 seconds. You must notice or think about the information to move it think about the information to move it to your short-term memory.to your short-term memory.
Receivers - Concentration (2)
Responders are the parts of your Responders are the parts of your body that perform tasks.body that perform tasks.
Responders
Information in STM is stored Information in STM is stored temporarily. After about 20 seconds, temporarily. After about 20 seconds, the information starts to fade, unless the information starts to fade, unless one focusses on the information.one focusses on the information.
What can you do to get students to What can you do to get students to focus on the information?focus on the information?
Short-term Memory (STM)
Emphasize the content’s importance Emphasize the content’s importance (e.g., through tone of voice)(e.g., through tone of voice)
Use expressions such as:Use expressions such as:
- “This is important …”- “This is important …”
- “It is critical to remember …”- “It is critical to remember …”
- “This is on the test …”- “This is on the test …”
Focusing on STM Information
STM capacity is generally about seven pieces of STM capacity is generally about seven pieces of information at a time.information at a time.
The number of pieces of information at a time that The number of pieces of information at a time that you should plan for is:you should plan for is:
a) threea) three
b) fiveb) five
c) sevenc) seven
d) none of the aboved) none of the above
Short-term Memory Capacity
What do you prefer to do to keep What do you prefer to do to keep information in your LTM?information in your LTM?
Will your students have the same Will your students have the same preferences?preferences?
Long-term Memory (LTM)
““I don’t want to forget anything I I don’t want to forget anything I learned in school today. Can learned in school today. Can you show me how to make a you show me how to make a backup copy of my brain.”backup copy of my brain.”
Long-term Memory Methods
To keep information in your LTM:To keep information in your LTM:
- Connect new information to - Connect new information to something you already know.something you already know.
- Do one or more things with the - Do one or more things with the information. (This can be repetition.)information. (This can be repetition.)
Long-term Memory Methods
Your LTM is like a filing system.Your LTM is like a filing system. Help your students file information so Help your students file information so
they can retrieve it later.they can retrieve it later. What methods help your students What methods help your students
store and retrieve information?store and retrieve information?
Long-term Memory Retrieval
Present information in a logical order.Present information in a logical order. Organize information (e.g., headings, Organize information (e.g., headings,
sub-headings, and tables).sub-headings, and tables). Make it meaningful and relevant.Make it meaningful and relevant. Link new material to prior knowledge Link new material to prior knowledge
(e.g., state similarities and differences). (e.g., state similarities and differences). To do this, prior knowledge is passed To do this, prior knowledge is passed from LTM to STM, where it is integrated from LTM to STM, where it is integrated with the new information. This integrated with the new information. This integrated information is sent to LTM.information is sent to LTM.
Aiding Storage and Retrieval
Do not overwhelm with detail. Do not overwhelm with detail. Compare the following:Compare the following:
Aiding Storage and Retrieval
Memorize the following words:Memorize the following words:
AbilityAbility, , AliensAliens, , ApplesApples, , AtAt, , ByBy, , GreenGreen, , HaveHave, , JustJust, , SournessSourness, , StaringStaring, , StrangeStrange, , TasteTaste, , TheThe, , ToTo
Aiding Storage and Retrieval
Compare giving the list to providing:Compare giving the list to providing:
Aliens have the strange ability to Aliens have the strange ability to
taste sourness just by staring attaste sourness just by staring at
green apples.green apples. So, provide/teach memorSo, provide/teach memory devices.y devices.
Aiding Storage and Retrieval
Chunk information into manageable bits Chunk information into manageable bits (e.g., a few related steps at a time)(e.g., a few related steps at a time)
Model your thinking strategiesModel your thinking strategies Address mistakes learners typically makeAddress mistakes learners typically make Provide many practice and feedback Provide many practice and feedback
opportunitiesopportunities Give complete feedbackGive complete feedback Review (You and/or students can do this.)Review (You and/or students can do this.) Summarize (You and/or students can do Summarize (You and/or students can do
this.)this.)
Aiding Storage and Retrieval
Write down three important things for Write down three important things for you to remember about the learning you to remember about the learning process.process.
1) ___________________________________ 1) ___________________________________ ______________________________________________________________________ ___________________________________ ___________________________________ 2)2) ___________________________________ ___________________________________ ______________________________________________________________________ ______________________________________________________________________ 3)3) ___________________________________ ___________________________________ ______________________________________________________________________ ______________________________________________________________________
Summary
Choose a topic you teach ________ Choose a topic you teach ________ Describe three ways you can help Describe three ways you can help
learners retain and retrieve concepts:learners retain and retrieve concepts: 1) _______________________________1) _______________________________ ______________________________________________________________ 2) _______________________________2) _______________________________ ______________________________________________________________ 3) _______________________________3) _______________________________ ______________________________________________________________
Application
What questions about the What questions about the learning process do you learning process do you
still have?still have?