how people learn mwsi 2015 with thanks to previous presentations by jenny knight, robin wright,...
TRANSCRIPT
How People Learn
MWSI 2015 With thanks to previous presentations by Jenny Knight, Robin Wright, Molly Bolger and others….
Katie SouthardUniversity of Arizona
Molecular and Cellular Biology
Martina RosenbergUniversity of New MexicoBiochemistry & Molecular
Biology
Warm up question: Think Share
1. Think about a “significant learning experience” that you have had in the last year (in any area/topic of your life).
2. Share one characteristic of your significant learning experience with the group.
What is learning?formation of new synapses between neurons in your brain,
strengthening or removal of connections (neural plasticity)
What is teaching?creating conditions that promote these structural changes in
our students’ brains
Age 14-60Age 6At Birth
Comparison of fMRI data from passive listening and active-response story processing tasks
Vannest, J Magn Reson Imaging (2009)
N=20Age 11-13
Answer questions related to content
The Neurobiology of Learning and Memory:A Short Overview
INPUTincoming info first
processedCONSOLIDATIONinfo moved into
long term memory
STORAGEbuild/strengthen
networks of neurons
RETRIEVALyou access the info when you
need it
The Constructivist Approach to Teaching and Learning
• Information is added, restructured and integrated into existing knowledge by learners
• Active and dynamic process
not
Our Goals for this Session: Bridging the Gap between Learning Science Research and Instruction
Learning Science Research Instructional Research
“Basic Science”
Instruction and Instructional Design
“Applied Science”
The Circle of Learning
MOTIVATION
PRE-EXISTINGKNOWLEDGE
LEARNING WITH UNDERSTANDING
META-COGNITION
Deana Richter, University of New Mexico, Teaching and Education Development
The Circle of Learning
MOTIVATION
PRE-EXISTINGKNOWLEDGE
LEARNING WITH UNDERSTANDING
META-COGNITION
Understanding Misconceptions
Understanding Expertise Development
Knowledge Organization
Working Memory Capacity
Promoting reflection
Self-Monitoring
Intrinsic vs. Extrinsic Motivation
Tasks: Value and Expectancy of
Success
Learning Objectives• Draw connections between cognitive science studies on how people
learn, and strategies for teaching and learning
• Explain how students’ preexisting knowledge contributes to successful learning and barriers of learning.
• Recognize novice limitations in approaching problems
• Use strategies to foster students’ metacognitive awareness
• Relate students’ motivations to learning outcomes and behaviors
• Conception contrary to scientific dogma
• resistant to change• interfere with learning.• Need to be replaced
Pre-
existi
ng K
now
ledg
eClassical definition of misconceptions
• Conception contrary to scientific dogma
• resistant to change• interfere with learning.• Need to be replaced
Pre-
existi
ng K
now
ledg
eClassical definition of misconceptions
slow refinement of existing knowledge with relatively
stable intermediate states of understanding preceding
conceptual mastery
Naïve ideas
Conceptual Change: A Complex Transition
Vosniadou & Brewer, 1992
Turn to your neighbor: Come up with 2 scientific ideas/”facts” that have changed or been significantly modified in recent years?
“Normative”
“Non-Normative”
Pre-
existi
ng K
now
ledg
e
Brainstorm
At your table: Discuss some misconceptions /naive ideas you encounter from your own students.
1. What are some possible underlying features of this misconception?
2. Does the misconception tell you something about the students’ prior knowledge?
3. What are some STRATEGIES you can use to facilitate reorganization and conceptual change?
What does it mean to be an expert?
https://www.youtube.com/watch?v=rWuJqCwfjjc
Experts and Novices
The chessboard challenge
Lear
ning
with
Und
erst
andi
ng
Experts
• Notice Meaningful Patterns of Information
• begin problem solving at “a higher level”
• Recognition triggers access to relevant knowledge.
Lear
ning
with
Und
erst
andi
ng
Knowledge Organization
The Task: Categorize physics problems about mechanics into categories based on similarities of solution
AND explain reasoning for categorization
Lear
ning
with
Und
erst
andi
ng
Chi , Feltovich, Glaser, 1981
Novice Explanations: “These deal with blocks on an incline plane”“Incline plane problems, coefficient of friction” “Blocks on inclined planes with angles”
Expert Explanations: “Conservation of energy”“Work-theory theorem. They are all straightforward problems”“These can be done from energy considerations. Either you should know the principle of conservation of energy, or work is lost somewhere”
Group Discussion
Knowledge Organization: Core vs. Surface Features
• Novices cue in on surface features rather than deep features
• Experts “see” underlying principles that novices don’t
How could these features of knowledge organization impact our instruction?
Lear
ning
with
Und
erst
andi
ng
Lear
ning
with
Und
erst
andi
ngPlease try to remember as many term as possible in the
next 30 seconds
Dollar Bill
Dice
Tricycle
Four-leaf Clover
Hand
Six-Pack
Seven-UpOctopus
Cat Lives
Bowling Pins
Football Team
Valentine’s Day
Dozen Eggs
Unlucky FridayQuarter Hour
Lear
ning
with
Und
erst
andi
ng Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus
Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour
How many words or phrases do you remember?
Lear
ning
with
Und
erst
andi
ng
What was the main difference between the two attempts?
Knowing the overall principle of how information is related is relevant
The Importance of Transfer: Throwing Darts
Judd, 1908
Group 1 Practice throwing darts at 12 in
Explanation of Light Refraction
Group 2 Practice throwing darts at 12 in
Lear
ning
with
Und
erst
andi
ng
Both groups were then tested for ability to hit target 4 inches underwater. Results were:
A) Both groups performed similarly at 12 (practice condition) and 4 inchesB) Group with explanation outperformed other group at 12 (practice condition)
and 4 inchesC) Group with explanations outperformed other group at 12 inches (practice
condition) , but both groups did poorly at 4 inchesD) Both groups performed well at 12 inches (practice condition), but group with
explanations outperformed other group at 4 inches.
32
Clicker Prediction
Both groups were then tested for ability to hit target 4 inches underwater. Results were:
A) Both groups performed similarly at 12 (practice condition) and 4 inchesB) Group with explanation outperformed other group at 12 (practice condition)
and 4 inchesC) Group with explanations outperformed other group at 12 inches (practice
condition) , but both groups did poorly at 4 inchesD) Both groups performed well at 12 inches (practice condition), but group with
explanations outperformed other group at 4 inches.
33
Clicker Prediction
Not as Simple as “Practice Makes Perfect”
Understanding Method Rote Method
New Situation
Lear
ning
with
Und
erst
andi
ng
Wertheimer, 1959
• Notice features and meaningful patterns of information
• Acquired large amounts of content knowledge that is organized by core features
• Able to fluidly retrieve information with little effort
• Able to approach new situations with varying levels of flexibility
• Notice surface features
• Less content knowledge that is less organized
• Retrieve information with effort
• Often have difficulty transferring knowledge to new situations
Lear
ning
with
Und
erst
andi
ngExperts and Novices
Mr Anderson, May I be excused?My brain is full.
Working memory capacity is VERY limited
How much new Biology Vocabulary are do students encounter in 1 class session?
Lear
ning
with
Und
erst
andi
ng
How would you define metacognition?Have used metacognitive practice in your classes?
What answer would you get from a • Cognitive Psychologist• Learning Scientist• Neuroscientist• Philosopher• Policy maker• Evolutionary Biologist
Met
acog
nitio
n
?
• Knowledge and cognition about cognitive phenomena
• Know your knowing• Being aware of own thoughts,
strategies, feelings, actions and their effect on others
• Use of intentional cognitive strategies/Have cognitive goals been met ?
• capacity to monitor and respond to uncertainty
• Consciously managing one's own motivation and attitudes toward learning
“Deliberate practice” Essential element of developing expertise
Met
acog
nitio
n
Comprehensive MonitoringConditional Knowledge
Debugging StrategiesDeclarative Knowledge
EvaluationInformation Management Strategies
PlanningProcedural Knowledge
0 10 20 30 40 50 60 70 80 90 100
First year medical students, Metacognitive Awareness Inventory Subscales
Average score (%TRUE)Rosenberg and Hartley , preliminary data
Met
acog
nitio
n
Example: Introductory Biology classminimal metacognitive training improves learning
outcomes
Hill et al, J Microbiol Biol Educ. May 2014; 15(1): 5–12.
PRE POST Online
F2F
Met
acog
nitio
n
What strategies could employ to promote metacognitive practice?
• Muddiest point (high/low)• Journals• ….
Met
acog
nitio
n
How do we use motivation to create effective learning experiences?
• Relevant/useful/interesting to learner • Meaningful context-- connect to what they know and value• Sense that can master subject and how to master• Sense of personal control/choice
e.g: Create a “Hook” that draws on their emotions and intellect
complex- depends on previous experiences, …
Moti
vatio
n
Intrinsic or controlled motivation: Does it matter ?M
otiva
tion
Kusurkar et al. BMC Medical Education 2013
*
* Connected to cognitive load and attention
Expectancy vs. Value “People do not invest effort on tasks that do not lead to valued outcomes even if they know they can perform the tasks successfully, and they do not invest effort on even highly valued tasks if they are convinced that they cannot succeed no matter how hard they try”
J. Brophy, 1987.
The student has low success expectations
Does not value the activity
The student has high success expectations
Values the activity
Rejection:
Refuses to participate
Evading:
Does the minimum
Dissembling:
Protects image of competence
Engagement:
Seeks to learn
Moti
vatio
n
What behaviors are typical of students in each of these categories?
Wigfield and Eccles, 2000