how students learn
DESCRIPTION
Patrice Ludwig, James Madison University Carol Hurney , James Madison University Janet Branchaw , University of Wisconsin – Madison Kristina Obom , Johns Hopkins University. How Students Learn. Powerful Learning Experiences. Common Experiences. What is learning?. Context. - PowerPoint PPT PresentationTRANSCRIPT
HOW STUDENTS LEARNPatrice Ludwig, James Madison University
Carol Hurney, James Madison UniversityJanet Branchaw, University of Wisconsin – Madison
Kristina Obom, Johns Hopkins University
POWERFUL LEARNING EXPERIENCES
?
Work with your BAT
Team
Think
Think about a moment in your
own college experience when
you had a powerful learning
experience. What factors made this
possible?
Share
Share your story with your team.
Describe the class you will be
working on during this institute.
COMMON EXPERIENCES
! Summarize the different factors and
characteristics of your groups’
powerful learning experiences
WHAT IS LEARNING?
Experiences
Skills
CONTEXT
MENTAL MODELS
STUDENTS & LEARNING Teaching Teaching & Understanding
Understanding
STUDENTS & LEARNINGDeep
LearnerMakes
relationships to prior
knowledge
Relates theory to everyday
experiences
Organizes content
Internal Motivation
Strategic Learner
Well organized surface learner
Acquires performance techniques
Plays the academic
game
Motivation for grades
SurfaceLearner
Memorizes information
No association to
everyday experiences
Facts and concepts are not related to
theories
External motivation
LEARNING THEORIESDualistic Thinking • knowledge is certain and unambiguous • questions have answers• authorities possess valuable wisdom that contains eternal truths
Multiplicity • certainty yields to uncertainty and ambiguity• knowledge and truth are essentially subjective and personal• opinion is insufficient because specific criteria help evaluate the
usefulness and validity of knowledge claims
Contextual-Relativism • in a world of uncertainty, they must make choices (whether
about ideas, hypotheses, theories, or policies) • choices require methods of critical thinking
Commitment within Contextual Relativism• acknowledgement that choices require analysis and values • knowledge, theories, and methods are imperfect and uncertain• personal choices require acknowledging personal responsibility
that follows from personal values.
Thoma, George A. (1993) "The Perry Framework and Tactics for Teaching Critical Thinking in Economics". Journal of Economic Education Spring:128-136.
LEARNING THEORIES1. Students’ prior knowledge can help or
hinder learning2. How students organize knowledge
influences how they learn and apply what they know
3. Students’ motivation determines, directs, and sustains what they do learn
4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned
5. Goal-directed practice coupled with targeted feedback are critical to learning
6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning
7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.
1. Students’ prior knowledge can help or hinder learning
2. How students organize knowledge influences how they learn and apply what they know
3. Students’ motivation determines, directs, and sustains what they do learn
4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned
5. Goal-directed practice coupled with targeted feedback are critical to learning
6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning
7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.
ASSESSMENT INSTITUTE
Goal-directed practice coupled with targeted feedback are critical to learning