beliefs about learning: an interactive quiz
TRANSCRIPT
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An interactive learning quiz
SHASTA COLLEGE, AUGUST 2017
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Overview
• Things you know about learning • Things you (maybe) didn’t know about
learning • Things you know about learning that ain’t so
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Warm up: your expertise?
How much would you say you know about how learning works?
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Q1: What’s the most important factor in successful learning ?
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Q1: What’s the most important factor in successful learning ?
FromChew:h+ps://www.youtube.com/watch?v=9O7y7XEC66M&index=3&list=PL85708E6EA236E3DB
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Q1: What’s the most important factor in successful learning ?
FromChew:h+ps://www.youtube.com/watch?v=9O7y7XEC66M&index=3&list=PL85708E6EA236E3DB
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Q2: Learning is most effective when the instructional style matches the student’s preferred learning style
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Q2: Learning is most effective when the instructional style matches the student’s preferred learning style
Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119.
“Thelearning-stylesviewhasacquiredgreatinfluencewithintheeduca7onfield,andisfrequentlyencounteredatlevelsrangingfromkindergartentograduateschool.Thereisathrivingindustrydevotedtopublishinglearning-stylestestsandguidebooksforteachers,andmanyorganiza7onsofferprofessionaldevelopmentworkshopsforteachersandeducatorsbuiltaroundtheconceptoflearningstyles.”
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Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119.
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Q3: Effective and less effective study habits
Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119.
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Rules of studying
1. Passive re-reading 2. Highlighting overkill 3. “Yeah, I could do that” 4. Cramming 5. Solving problems you know how to solve 6. Group study sessions becoming too social 7. Not resolving difficulties 8. ‘Learning’ when distracted 9. Not getting enough sleep
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Rules of studying
1. Testing recall, application 2. Spacing your practice 3. Mixing up what you do 4. Taking breaks, studying intensively 5. Discuss it with others 6. “Explain it to a 10 year old” 7. Focus 8. Know your golden time
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Q4: What is best for retention?
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Q4: What is best for retention? Roediger & Karpicke (2006) : • 4x 5 minute study of material (prose passage) • 3 groups: SSSS, SSST, STTT • Retention test 1 week later • Recall passage (scored as recall of ‘idea units’)
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RoedigerIII,H.L.,&Karpicke,J.D.(2006).Test-enhancedlearning:Takingmemorytestsimproveslong-termreten^on.Psychologicalscience,17(3),249-255.
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Q5: Metacognition and ability
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Q5: Metacognition and ability
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Q5: Metacognition and ability
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Q5: Metacognition and ability Week1ofcourse
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Q5: Metacognition and ability Week10ofcourse
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Take homes 1. Deep processing supports learning – we need to help students
make connections, integrate knowledge, build mental structures of knowledge
2. Learning styles (specifically the efficacy of the meshing hypothesis) is NOT a thing.
3. Many students arrive with good and bad study habits – we need to make visible the reasons why effective learning requires effortful / deliberate practice
4. Testing can enhance learning – with frequent, low-stakes, spaced testing augmented by feedback being the most potent combination.
5. Weaker students may have under-developed skills to judge their own performance, which can have a significant impact on how they approach learning
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Resources / bibliography
One page description from CMU website
http://www.cmu.edu/teaching/principles/index.html
Brent, R. & Felder, R. (2011). Random
thoughts… how learning works. Chemical Engineering Education 45(4). 257-8.
Available at: http://www4.ncsu.edu/unity/lockers/
users/f/felder/public/Columns/Ambrose.pdf
Five page summary of the 7 principles
http://bit.ly/HLWshort
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Resources / bibliography In the order in which they appear in the slides: Question 1: most important factor for learning Stephen L Chew Improving Classroom Performance by Challenging Student Misconceptions about Learning https://www.psychologicalscience.org/observer/improving-classroom-performance-by-challenging-student-misconceptions-about-learning Stephen L Chew: How to get the most out of studying video series https://www.youtube.com/playlist?list=PL85708E6EA236E3DB Hyde,T.A.,&Jenkins,J.J.(1973).Recallforwordsasafunc^onofseman^c,graphic,andsyntac^corien^ngtasks.JournalofVerbalLearningandVerbalBehavior,12,471-480. Question 2: Learning styles Popular science article http://www.popsci.com/science/article/2013-08/everything-youve-ever-been-told-about-how-brain-learns-lie?page=2#page-2 Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119. https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Rohrer, D., Paschler, H., (2012). Learning styles: where’s the evidence? Medical Education 46, 630-635.
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Resources / bibliography In the order in which they appear in the slides: Question 3: rules for studying Rick Reis, Tomorrow’s Professor archives, post 1346 https://tomprof.stanford.edu/posting/1346 RichardFelder’s“Memotostudentswhoaredisappointedwiththeirlasttestgrade”h+p://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/memo.pdfBarbaraOakley’s“AMindforNumbers:howtosuccessatmathandscience(evenifyouflunkedalgebra)”h+p://cgi.stanford.edu/~dept-ctl/tomprof/pos^ng.php?ID=1346Ques^on4:testenhancedlearningRoedigerIII,H.L.,&Karpicke,J.D.(2006).Test-enhancedlearning:Takingmemorytestsimproveslong-termreten^on.Psychologicalscience,17(3),249-255.h+p://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2006.01693.xNewYorkTimes:Toreallylearn,quitstudyingandtakeatesth+p://www.ny^mes.com/2011/01/21/science/21memory.html
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Resources / bibliography In the order in which they appear in the slides: Question 5: metacognition and ability Kruger,J.,&Dunning,D.(1999).Unskilledandunawareofit:howdifficul^esinrecognizingone'sownincompetenceleadtoinflatedself-assessments.Journalofpersonalityandsocialpsychology,77(6),1121. Galloway,R.K.,Bates,S.P.,Parker,J.,&Usoskina,E.(2013,January).Theeffectofresearch-basedinstruc^oninintroductoryphysicsonacommoncogni^vebias.InAIPConferenceProceedings(Vol.1513,No.1,pp.138-141).AIP. General resources: h+ps://www.inc.com/abigail-tracy/three-learning-myths-debunked.htmlh+ps://www.fastcompany.com/40420472/five-popular-myths-about-learning-that-are-completely-wrongh+ps://www.logicearth.com/blog/five-common-but-inexcusable-learning-myths-about-how-we-learnh+p://wiki.ubc.ca/Learning_Commons:Content/Myths_About_Learning