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# The Most Interesting Things I've Learnt About Learning

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A collection of learning concepts that I thought most people would find interesting and unexpected

A collection of learning concepts that I thought most people would find interesting and unexpected

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• 1. The most interesting things I’ve learnt about learning Jason Yip j.c.yip@computer.org jcyip@thoughtworks.com @jchyip http://jchyip.blogspot.com
• 2. Break up into small groups of 5 • 10 minutes • Identify a skill that you know very well and design an approach to teach it, including assessment • Include rationale for choices if you can
• 3. Prepare for redesign 1. I will introduce some concepts 2. Jot down ideas for improvement for your teaching approach 3. Share with group at end
• 5. In Australia, what is a passing grade? • Letter or %?
• 6. Simple availability calculation 50% 50% 0.5 * 0.5 = 0.25 or 25%
• 7. What level of performance do we expect here? Compound skill A Just passed… AA B C Did ok… Aced it! BB CC Just passed… DD
• 8. Can do it or can’t do it; there is no “passing grade” http://www.flickr.com/photos/bwjones/2619602001/in/photostream/
• 9. Compound skill A B C
• 10. ROUTINE VS ADAPTIVE EXPERTISE
• 11. d = ½gt2 d What is d if… t=2s g = 10 m / s2
• 12. Let’s work through it d= d= d= d= ½gt2 ½(10)(2) 2 5*4 20 But I’m sure you could do this faster…
• 13. Speed round 1. I’ll show the question and 3 possible answers 2. Raise 1 finger to choose the first answer, 2 to choose the second, 3 to choose the third 3. Answer as fast as you can 4. Ready?
• 14. Dropped from the same height, ignoring air resistance, which one hits the ground first? Other (1) (2) (3)
• 15. Were we learning an equation or an underlying concept?
• 16. Speed round 2 1. I’ll show the question and 3 possible answers 2. Raise 1 finger to choose the first answer, 2 to choose the second, 3 to choose the third 3. Answer as fast as you can 4. Ready?
• 17. You’re about to shoot at an apple when it just starts to fall out of the tree. Where should you aim? (1) (2) (3)
• 18. Routine Expertise (context-specific) Adaptive Expertise (survives change in context) Indistinguishable without change in context
• 19. Superficial Semantic Qualitative What equation do I use? The equation indicates that d is independent of mass Just shoot the apple, the arrow will fall at the same rate
• 20. Routine expertise comes from mastering visible behaviour; adaptive expertise comes from mastering invisible concepts
• 21. MISCONCEPTIONS
• 22. Did you know this? • The success of Toyota comes from the cumulative impact of daily kaizen from every employee
• 23. How many people agree with this?
• 24. Actually that’s wrong • Most impact of improvements come from project kaizen and strategic kaizen. Daily kaizen is not about impact so much as learning and values http://kaizeninstituteindia.wordpress.com/2013/06/12/kaizen-flag-its-all-about-people-people-people/
• 25. How did you feel when I said “Actually, that’s wrong”?
• 26. This is not learning • “blah blah blah A” • “Yeah, I already knew about B”
• 27. This is learning • • • • “blah blah blah B” “Yeah, I already knew about B” “Actually, B is wrong. Blah blah blah A.” “Huh?”
• 28. “Yeah, I already knew that” = not learning “Huh?” = learning
• 29. If it feels comfortable, you’re probably not learning anything
• 30. Learning starts with unlearning misconceptions
• 31. SIMULATIONS VS DELIBERATE PRACTICE
• 32. How many people have played an Agile game / simulation?
• 33. Try to think back to what was happening and how you felt. How many people when playing the game, were playing to win?
• 34. How many people were playing the game, intentionally focusing on exercising their weaknesses and thus probably losing the game?
• 35. What stage is best for performance? 1. 2. 3. 4. Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence
• 36. What stage is best for learning? 1. 2. 3. 4. Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence
• 37. There is no learning when you are in flow
• 38. Staying conscious and out of flow during practice is a deliberate act, hence “deliberate practice”
• 39. In simulations and games people tend to exercise their strengths; deliberate practice needs to address weaknesses
• 40. TEACH ONE CONCEPT AT A TIME
• 41. What’s the better delivery approach?
• 42. Why?
• 43. What’s the better learning approach?