houston keynote presentation 2012

8/2/2019 Houston Keynote Presentation 2012

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Enhancing Our Teaching by UnderstandingHow Our Students Learn


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Slides available fordownload at:

www.learnercenteredteaching.wordpress.

University of Houston

Enhancing Our Teaching by
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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What was Then

Guido Sarducci Five MinuteUniversity


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2012 UnderstandingLearning

We have accumulated enoughknowledge about the mechanisms andmolecular underpinnings of cognition

at the synaptic and circuit levels to saysomething about which processescontribute (James Bibb of the University of Texas SouthwesternMedical Center)


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What We Know about theBrain and Learning

What we know about the braincomes from biologist who study braintissue, experimental psychologist who

study behavior, cognitiveneuroscientist who study how the firstrelates to the second. (Medina, 2008).


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Left Brain-Right Brain Myth

Individuals do differ in the way theythink through problems and reflect onthe world, but this has nothing to do

with different balances of powerbetween their hemispheres.


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"But boiling it down into a left brain

'logical' and right brain 'creative'approach does not follow from what wesee in how the brain operates.

It also suggests you could be usingone hemisphere more than the other

and that's not really how it works.

WRONG


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The two sides communicate witheach other and work together via acomplex wodge of neural cabling

known as the corpus callosum.

The two sides of the brains arecomplementary and work in concert.( Scott,2011)


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We are Born to Learn

The brain was meant to explore andlearn


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The Brains Needs

The brain needs to functioneffectively:

1. Exercise2. Sleep

3. Oxygen

4. Hydration

5. Food (glucose)


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Learning in the Brain

Learning occurs

when anexperienceimposes a patternof activity ongroups of neurons.

The patterns alterthe cells

interconnections,

www.virtualgalen.com/.../ neurons-small.jpgNeuroscientist John

Castro


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Teachers Definition ofLearning?

Learning is the ability to use informationafter significant periods of disuse

andit is the ability to use the information to

solve problems that arise in a contextdifferent (if only slightly) from the context

in which the information was originallytaught.

(Robert Bjork, Memories and Metamemories, 1994)


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as c n ng rom ra nResearch as it Impacts

Human LearningIt is the one who

does the work whodoes the learning( Doyle ,2008).


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Part One

Our Students Mindsets


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Two Kinds of Mindsets

GrowthFixed


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Growth Mindset

Students believe--

that your basic qualities are thingsyou can cultivate through yourefforts

They believe that a persons truepotential is unknown (and

unknowable);


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Growth Mindset

Students with a growth mindset takelearning risks and view failure only asa message that they need to figure

out what they did wrong and workharder to improve.


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Mindset-Fixed

In a fixed mindset students believethat intelligence is a fixed trait -- thatsome people have it and others don't

-- and that their intelligence isreflected in their performance (Dweck,2006).


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Fixed Mindset

Fixed mindsets believe they eithershouldnt need to work hardto do well

orputting in the effort wont make any

difference in the outcome.


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MindsetFixed VS. Growth

Intelligence is Intelligence

unchangeable. is malleable

and can be

improved.


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MindsetFixed vs. Growth

Look smart. Desire to learn

is paramount.


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Avoid challenges. Failure is seen

as an opportunityto learn.

Risks are necessaryfor growth.


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Make excuses Effort is

and try to avoid necessary for

difficulties. growth and

success.


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Criticism is taken Criticism is directed

personally. at their current

skills level.

Students know

they can improve.


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Mindset and Intelligence

There is no relation betweenstudents' abilities or intelligence andthe development of a growth mindset.

A mindset is contextualnot held inall areas of learning.


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Feedback and Mindset

Teachers should focus on students'efforts and strategies.

Praise their efforts or theirstrategies, not their intelligence.


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Part Two

Teaching for

Long Term

Recall


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We Use all our Senses

The traditional belief among neuroscientistshas been that the human senses operatelargely as independent systems.

However, mounting data suggestinteractions between vision, hearing, smell,touch and taste are the rule, rather than the

exception.

(Seitz, Kim & Shams, 2006)

enses rea e u p e


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enses rea e u p ePathways for Learning and

MemoryMultisensory interactions may beexploited to render the processing ofsensory information more effective in

terms of encoding and learning as well(Seitz, Kim & Shams, 2006).

enses rea e u p e


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enses rea e u p ePathways for Learning and

MemoryThe more senses used in learningand in practicing what has beenlearned the more pathways are

available for recall.


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Multisensory Learning

Those in multisensory environmentsalways do better than those inunisensory environments. They have

more recall with better resolution thatlasts longer, evident even twentyyears later. (Medina, 2008).


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A Multisensory LearningExperience

20 ounces of Coke


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A Burger King Whopper andFries

40 +17 = 57grams offat


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Sight and Touch in Learning

In a study done in 2003, learnerswere compared for their recall ofcorrect answers using the sense oftouch alone, sight alone and touchand sight combined. In the findings

below we can see once again theadvantage of a multisensoryapproach.


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Smells and Learning

Proust Effect is the unusual ability ofsmell to enhance recall.

Best results when smells are

congruent with the situation.Medina, 2008, Brain Rules, p.212


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Smell and Memory

The smell of roses delivered topeople's nostrils as they studied and,later, as they slept improved their

performance on a memory test byabout 13 percent.

The new study, published in TheJournal Science, was the first rigorous

test of the effect of odor on human

memory during sleep.


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Smell and Memory

Re-exposure to the odor during slow-wave sleep (SWS) improved theretention of hippocampus-dependent

declarative memories.

(Rasch,Bchel,Gais and Born, 2007)
http://www.sciencemag.org/search?author1=Bj%C3%B6rn+Rasch&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Christian+B%C3%BCchel&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Steffen+Gais&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Jan+Born&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Jan+Born&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Steffen+Gais&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Christian+B%C3%BCchel&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Bj%C3%B6rn+Rasch&sortspec=date&submit=Submithttp://www.sciencemag.org/search?author1=Bj%C3%B6rn+Rasch&sortspec=date&submit=Submit


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Smell and Learning

In a study published in 2010, foundthat after a time delay, scent enhancesrecall of verbal information.

Scent-based retrieval cuespotentiate the facilitative effect ofpictures on recall as well.


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Vision Trumps All

Vision trumps all other senses


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Vision Trumps All

Text and oral presentations are notjust less efficient than pictures for

retaining information they are way less

efficient(Brain Rules p.234)


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Vision Trumps All

Oral information has a recall ofabout 10% after 72 hours

Add a picture and the recallincreases to 65%

(Brain Rules, P.234)


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192.107.108.56/.../m/murray_k/final/img004.jpg

192.107.108.56/.../m/murray_k/final/img004.jpg

Cramming


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Cramming

The short-termadvantage

However, ifthe goal of


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Cumulative Tests Work

These studies show that reviews ingeneral and cumulative tests inparticular lead to improved student

performance (Thomas Edmonds, 1984)


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Using Cumulative Exams

If the intervening test includescorrect answer feedback, it is notsurprising that testing often improves

long-term retention (Cull, 2000; McDaniel & Fisher, 1991;Pashler, Cepeda, Wixted, & Rohrer, 2005);

.


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Listen to the Music

Do you know the lyrics to songs that you did nottry to learn and do not want to know the lyrics to?

YES


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Practice over Time

Practice, Use , Repetition, Review,Reflection or other meaningful wayswe engage with new learning over

time is a major key to its recall.


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Review

Reviews may do more than simplyincrease the amount learned; theymay shift the learners attention away

from the verbatim details of thematerial being studies to its deeperconceptual structures(Dempster, 1986)


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How to Use Review

Review is most effective when spreadout over timeevery few days ratherthan two reviews in the same day is

twice as effective and increases asthe frequency of review increases.(Dempster,1986)


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Elaborations are the Key

For better or worse, our recollections arelargely at the mercy of our elaborations(DanielSchacter author of the Seven Sins of Memory)

Elaboration is a


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Elaboration is aMajor Key to Recall

Step One. Accuracy

Step Two: Reflection

Step Three: Regular Review

Step Four: Mapping, Images,Charts


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Keeping Memories

The best way to minimize memorydecay is to use elaborative rehearsalstrategies

Visualizing

Singing Writing

Semantic Mapping


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Why Students Forget

Review helps to limit the 3 Sins ofMemory that commonly occur

among students.

1. Blocking information stored butcant be accessed (Schacter, 2001)

1. Misattribution attributing amemory to the wrong situation orsource (Zola, 2002)

1. Transience memory lost over time


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Emotion and Memory

Emotional arousal organizes andcoordinates brain activity (Bloom, Beal &Kupfer 2003)

When the amygdala detectsemotions, it essentially boostsactivity in the areas of the brainthat form memories(S. Hamann & Emony, UN.)


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Emotion and Memory

Emotional arousal appears toincrease the likelihood ofmemory consolidation during the

retention (storage) stage of memory.

A number of studies show that overtime, memories for neutral stimulidecrease but memories for arousingstimuli remain the same or improve(Lebar and Phelps, 1998).
http://en.wikipedia.org/wiki/Memory_consolidationhttp://en.wikipedia.org/wiki/Storage_(memory)http://en.wikipedia.org/wiki/Storage_(memory)http://en.wikipedia.org/wiki/Memory_consolidation


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Which of the followingslides would be easier to

recall after two weeks?


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Slide One

upload.wikimedia.org/wikipedia/commons/thumb/...


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Slide Two

www.operationsudan.org/images/darfur_child_st...

Multiple Senses with


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Multiple Senses withEmotion

Powerful memories can becreated when using multiplesenses and emotion

Facilitating Students


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Facilitating StudentsLearning

Facilitating Learning


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Facilitating Learning

The greatest sign of success for ateacher . . . is to be able to say,The students are now working as if I did not

exist.

(Marie Montessori)


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Why do We Love to Lecture?


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Why do we love to lecture?

1. We worked very hard to learn thesubject(s).


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2. We know our students dont knowmost of what we have to tell them.

AND

We went into teaching to helpstudents learn our subject areas.


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3. We feel powerful when sharingour knowledgewe like to show off.


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4. Lecture is expedient.


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5. Lecture requires limited planning.


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6. We remain in control of thelearning process.

What are the drawbacks to


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What are the drawbacks tolecture?


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Drawbacks to Lecturing

1. Lecture when unisensory makesit a much less effective way to learn

than many other learning approaches.


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2. Requires extended attention forthe learner which is difficult for todayslearners.

b k i


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3. It is natural for humans todaydreamwe all do it all the time.

(Smallwood &Schooler, 2006)

b k i


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4. Students brains will begin tohabituate the sound of our voiceespecially if it is unmodulated

Encyclopedia of Educational Psychology, Volume 1, Salkind.

D b k L i


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5. Lecture doesnt cause the learnersto do much work.

Except multitasklistening and

taking notes which diminishes theprocessing time needed forcomprehension.

D b k L i


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6. No movement on the part of thelearners.

What does it mean to


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What does it mean tofacilitate?

In education, it most often meanssupporting students in learning theircourse material by

1. Providing an environment forengagement.



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2. Providing students a set ofresources such as questions, articles,research findings, problems, and/or

cases to engage with.



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3. Using authentic assessment toolsthat provide our learners withmeaningful feedback that leads to

further learning.

F ilit ti i L d Skill


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Facilitation is a Learned Skill

The skill of facilitation is somethingthat has to be learned.

Wh t d F ilit t D ?


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What do Facilitators Do?

1. Initiate activities that get the fullparticipation of learners.

2. Cultivate shared responsibility for

the learning between the teacher andthe students.

Wh t d F ilit t D ?


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What do Facilitators Do?

3. Effective facilitation also involvesthorough content knowledge.

This role ofteacher as expert doesnot change. What changes is how thisexpertise is used.

Planning Starts with


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Planning Starts withLearning Outcomes

Four steps

1.

Who will be doing the learning?

2. When will the learning be

completed?

3. What will the students be able to do

Th Pl i P


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The Planning Process

Question 1

What is the best use of my timeduring class to help studentssuccessfully reach the learningoutcome(s)?

Th Pl i P


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Question 2

What will my students do both inand out of class to reach the learning

outcome(s)?



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Question 3

What resources will I need to providemy students so they can accomplish

this learning?



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Question 4

What resources will my studentsneed to provide themselves so they

can reach the learning outcome(s)?



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Question 5

How much time do I need toallocate to the various parts of theinstruction, practice, and feedback ofthis lesson?



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Question 6

Will the students work alone, in

pairs, or in groups?



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Question 7

How will I assess my students

learning?

Really Important Question!!!


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Really Important Question!!!

Do students need feedback on whatthey did in class before tryingadditional activities like homework?


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Now

What?

Assessing the Effectiveness


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gof the Planning Process

Question 1.

What additional help do studentsneed to better understand the newmaterial or become more proficientwith the new skill?



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Question 2

What is the best way to deliver thishelp?

A. Teacher

B. PeersC. Tutoring

D. Media



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Question 3

What resources do students need tocontinue their learning?



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These questions can help us decidewhat practice, assignments, tutorials

etc. are most effective and keep out-of-class learning from becoming busywork.

Giving Feedback


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Giving Feedback

Giving meaningful feedback thatpromotes improved learning is one ofthe greatest skills of an effective

facilitator of learning.

Giving Feedback


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Giving Feedback

Feedback is the key to improvedlearning.

Giving Feedback


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Giving Feedback

Quality feedback is the differencebetween all of the hard work andplanning that went into a great

teaching activity paying learningdividends and the teaching activitybeing just a great show.

Giving Feedback


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Giving Feedback

The feedback process is mosteffective when both students andteachers are actively involved in the

process.Students often see feedback as the

sole domain of the teacher

(Taras, 2003).

Giving Feedback


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Giving Feedback

Assessments should be designed sothat students can see the directbenefits of attending to the feedback.

Examples of Effective


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Feedback Divide assignments into stages and

provide feedback that is essential tocompleting the next stage.

Give students a provisional gradewith opportunity to visit, discuss their

work, and potentially earn a highergrade using the feedback.

Giving Feedback


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Giving Feedback

Give feedback that focuses more oninstruction rather than correction.

The message is how to improve.

(Hattie & Timperley, 2007)

Giving Feedback


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Giving Feedback

Link feedback to the specificassessment criteria. A rubric is helpfulfor this step.

(Nicol & Draper, 2008)

Giving Feedback


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Giving Feedback

Give feedback as soon as possibleonce students have made every effortto complete the task on their own

Giving Feedback


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Giving Feedback

Use language that the students canunderstand and that relates directly tothe task and its improvement .

Focus on the effort and the strategyused.

Avoid references to theirintelligence.

Feedback that Students Can


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Understand

Just as we want our students toconsider the reader when they are

writing, we must think of the receiverof the feedback when we aredelivering it.

Research on Feedback


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The feedback needs to be veryspecific to the task and how the taskcan be improved.

Research shows that this type offeedback can have a significant effect

on learning enhancement.(Hattie &Timperley, 2007).

----------



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Praise, reward, and punishment havelittle effect on improving learning.



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Feedback should be related to thelearning outcomes.

The feedback should reduce the gapbetween current levels ofunderstanding and performance, and

the ultimate learning outcome. (Hattie &Timperley, 2007)

Patterns and Learning


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The brain is apattern seekingdevice that relates

whole concepts toone another andlooks forsimilarities,

differences, orrelationshipsbetween them.(Ratey, 2002, pg.5)

Sociology

Psycholo

gyAnthropology


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Which of the followingslides is easier to

remember and WHY?


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Click to edit Master subtitle style

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SLIDE ONE

491580

Slide Two


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Slide Two

(491) 580-2979

Slide One


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S de O e

NRAFBINBCUSAMT

V

Slide Two


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NRA NBC FBI USA

MTV

Familiar Patterns


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Familiar Patterns

Clustering is used to organize relatedinformation into groups. Informationthat is categorized becomes easier toremember and recall.

In Teaching Reading

TopicMain Ideas-concepts,issues

Significant DetailsImportant ExamplesListsNames, Dates, Places

Terms, Definitions

Common Patterns forL i
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm


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Learning

Similarity and Difference

Cause and Effect

Comparison and Contrast

In students own words

Teach your Students theP tt i th C


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Patterns in the Course

Hierarchal-- Chemistry

Linear History, Math

Rank OrderBusiness

Pivot

Concepts-- Social Sciences

References/Bibliography


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Barkley, Elizabeth F., K. PatriciaCross, & Clair Howell Major.Collaborative Learning Techniques: A

Handbook for College Faculty. Jossey-Bass, 2005.

Bonwell, Charles C.Active Learning:

Creating Excitement in theClassroom. Ashe-Eric HigherEducation Reports, 1991.



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e e e ces/ b og ap y

Gagnon, George W. & Michelle Collay.Designing for Learning: Six Elementsin Constructivist Classrooms. Corwin

Press, 2000.

Gass, Michael A. Book of Metaphors.

Kendall/Hunt Publishing Company.1995.



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/ g p y

Piskurich , George M. RapidInstructional Design: Learning ID Fastand Right. Jossey-Bass, 2000.

Piskurich, George M. (Ed), et al. TheASTD Handbook of Training Design

and Delivery. McGraw-Hill. 1999.

Progroff, Ira.At a Journal Workshop.



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/ g p y

Thousand, Jacqueline S., Richard A.

Villa & Ann I. Nevin (Eds). Creativity

and Collaborative Learning: APractical Guide to EmpoweringStudents and Teachers. Paul H

Brookes Pub. 2001.

Ukens, Lorraine L.All Together Now!:

A Seriousl Fun Collection of Trainin

References


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REFERENCES Anderson, L. W., &

Krathwohl, D. R. (Eds.).(2001).A taxonomy for

learning, teaching andassessing: A revision ofBloom's taxonomy of

References


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Bligh, D. A. (2000). Whats the use oflectures? San Francisco, California:

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Bloom, B. S., & Krathwohl, D. R.(1956). Taxonomy of educationalobjectives: The classification of

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Crisp, B. (2007). Is it worth theeffort? How feedback influencesstudents subsequent submission of

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Cull, W. (2000). Untangling thebenefits of multiple studyopportunities and repeated testingfor cued recall.Applied Cognitive

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Ebbinghaus, H. (1913).A contributionto experimental psychology. New

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Hattie, J., & Timperley, H. (2007). Thepower of feedback. Review ofEducational Research, 77, 81-112.

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Kerr, N.L. (1989). Illusions of efficacy:The effects of group size on

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Khatri, P., Blumenthal, J. A., Babyak,

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Novak, J. D. (1990). Concept mapsand vee diagrams: Twometacognitive tools for science andmathematics education. Instructional

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Soanes, C., Stevenson, A., & Hawker,S. (2006). Concise Oxford Englishdictionary (computer software) (11th

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