Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
TMPH Fa14 Week 1: How People Learn
1. Teaching Methods in Public Health Week 1: How People Learn
Peter Newbury pnewbury@ucsd.edu @polarisdotca
Unless otherwise noted, content is licensed under a Creative Commons Attribution- Non Commercial 3.0 License.
Cheryl Anderson c1anderson@ucsd.edu
2. Who are we?
Peter Newbury
Cheryl Anderson
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3. Why are we here?
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What do you think students are doing in a typical university class?
A)listening
B)absorbing
C)learning
D)note-taking
4. The traditional lecture is based on the transmissionist model of learning
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image by um.dentistry on flickr CC
5. Important new number system
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Learn it.
1 =
4 =
7 =
2 =
5 =
8 =
3 =
6 =
9 =
6. Test
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What is this number?
7. Scientifically outdated, a known failure
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We must abandon the tabula rasa (blank slate) and “students as empty vessels” models of teaching and learning.
8. New Number System = tic-tac-toe code
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1
2
3
4
5
6
7
8
9
9. Test
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What number is this?
10. Constructivist Theory of Learning
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New learning is based on knowledge you already have.
You store things in long term memory through a set of connections that are made with your existing memories.
(Images by Rebecca-Lee on flickr CC)
Creating memories (learning) involves having neurons fire and link up in networks or patterns. (fMRI is allowing us to observe learning as it happens.)
learning is done by individuals
11. 11
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12. How People Learn
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3 Key Findings
3 Implications for Teaching
3 Designs for Classroom Environment
13. Key Finding 1
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Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test but revert to their preconceptions outside of the classroom.
(How People Learn, p 14.)
14. Implications for Teaching 1
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Teachers must draw out and work with the preexisting understandings that their students bring with them.
(How People Learn, p 19.)
16. What do students bring to your class?
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Work with the other person at your table.
Partner 1 (whose first name comes earlier in alphabet):
Think of a concept in a freshman-level course in your discipline. What knowledge, experience, or skill do your students already have that you can use to teach that concept?
Partner 2:
Help your partner align pre-existing knowledge, experience, or skill and the concept.
“In a moment but not yet…”
17. Classroom Environments 1
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Schools and classrooms must be learner centered.
(How People Learn, p. 23)
Students need to encounter safe yet challenging conditions in which they can try, fail, receive feedback, and try again without facing summative evaluation.
(What the best college teachers do, p.108)
19. Learning requires interaction [3]
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% of class time NOT lecturing
Learning gain:
pre-test
0
100%
post-test
0.50
20. Learning requires interaction [3]
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52 classes of sizes 25 to 100+ students, at 2- and 4-yr colleges and research universities across US. Every student wrote an astronomy test (twice). Points shows a class’ learning gain.
22. Key Finding 2
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To develop competence in an area, students must:
a)have a deep foundation of factual knowledge,
b)understand facts and ideas in the context of a conceptual framework, and
c)organize knowledge in ways that facilitate retrieval and application.
(How People Learn, p 16.)
24. Why Your Students Don’t Understand You
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Expert brains differ from novice brains because
novices lack rich, networked connections, cannot make inferences, cannot reliably retrieve information
notices have preconceptions that distract, confuse, hinder
novices lack automization (“muscle memory”) resulting in cognitive overload
25. Implications for Teaching 2
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Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.
Classroom Environments 2
To provide a knowledge-centered environment, attention must be given to what is taught (information, subject matter), why it is taught (understanding), and what competence or mastery looks like.
(How People Learn, p 20.)
(How People Learn, p 24.)
26. Expert-like thinking
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Think about the class you observed earlier this week.
How often did the instructor model expert-like thinking or behavior? That is, not just sharing content but revealing and demonstrating how experts think about, process, articulate, etc. the concepts.
A)all the time
B)occasionally
C)hardly ever
D)never
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knowledge
framework
retrieval
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knowledge
framework
retrieval
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knowledge framework retrieval
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30. Key Finding 3
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A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn, p 18.)
31. Aside: metacognition
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Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B.
([4], [5])
cognition
meta
32. Key Finding 3
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A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
(How People Learn, p 18.)
33. Implications for Teaching 3
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The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.
Classroom Environments 3
Formative assessments — ongoing assessments designed to make students’ thinking visible to both teachers and students — are essential.
(How People Learn, p 21.)
(How People Learn, p 24.)
34. Supporting metacognition
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Why do you think instructors ask, “Any questions?”
A)to signal they’re at the end of a section or concept
B)so the instructor can check if s/he can continue
C)so the instructor can check if the students understand
D)so the students can check if they’re ready to continue
E)not sure but it’s something instructors should do
“What questions do you have for me?”
…and give them enough time to ask a useful question
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36. What is going to happen in this class
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Weekly meetings in BRF 1102:
1hr 20 min mixture of theory and practice
interact in small groups
Wed 3:00 – 4:20 pm
If you need to attend a conference, job interview or something of that nature, attend another weekly session and let us know.
To prepare:
read assigned research paper, chapter, article, etc.
do an activity (post on the class blog, leave comments on others’ posts, observe a class, etc.)
37. Traditional classroom
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first exposure to material is in class, content is transmitted from instructor to student
learning occurs later when student struggles alone to complete homework, essay, project
learn easy stuff together
learn hard stuff alone
transfer
assimilate
38. Flipped classroom
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student learns easy content at home: definitions, basic skills, simple examples. Frees up class time for...
students are prepared to tackle challenging concepts in class, with immediate feedback from peers, instructor
learn hard stuff together
learn easy stuff alone
transfer
assimilate
39. Topic-level LO
Topic-level LO
Topic- level LO
Course-level LO
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Course-level LO
Course-level LO
Course-level learning outcome (LO)
Topic-level LO
Topic-level LO
Topic-level LO
Topic-level LO
Topic-level LO
Topic-level LO
Topic-level LO
Topic-level LO
Topic- level LO
Topic- level LO
Topic- level LO
Topic- level LO
Topic- level LO
Topic- level LO
Topic- level LO
Topic-level LO
Topic-level LO
40. Course-level learning outcomes
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By the end of The College Classroom, you’ll be able to
explain why certain instructional activities are successful and why others are not
identify and support student-centered learning environments
recognize and build upon the diversity of your students
be reflective and scholarly about your teaching
know how to succeed as a professional educator in higher education
participate in the teaching and learning community, in-person and online
41. Topic-level learning outcomes
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Many topic-level learning outcomes in
1.modern theory of Constructivist learning
by the end of the course, you’ll be able to have an elevator conversation describing the importance of metacognition in learning.
and more…
42. Topic-level learning outcomes
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Many topic-level learning outcomes in
2. best practices for the college classroom
by the end of the course, you’ll be able to write a peer instruction (clicker) question and explain to a colleague the rationale behind the question and choices and describe how it can be incorporated into the lesson.
and more…
Throughout the classes, we’ll be trying to model best practices so try to watch how we teach as well as what we teach.
43. Topic-level learning outcomes
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Many topic-level learning outcomes in
3.how to be a successful, professional educator
by the end of the course, you’ll be able to collaborate with others using Google docs.
and more…
44. teachingmethodsinpublichealth.ucsd.edu
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All course information, presentations, links to readings, discussions, etc. will be on the class blog.
We’ll also borrow material (for now) from
thecollegeclassroom.ucsd.edu
45. Course blog is public so
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I can only provide links to copyrighted articles, not the articles (PDF) themselves
you may need to be on-campus so you can use UCSD credentials to access subscriptions
you may be able to connect from home with the UCSD web proxy server (search Blink for “web proxy”)
46. Week 2: Supporting expert-like thinking
Watch for communication with a description of tasks to complete before next class.
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47. References
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1.National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press.
2.Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
3.Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A national study assessing the teaching and learning of introductory astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 77, 4, 320-330.
4.Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
5.Brame, C. (2013). Thinking about metacognition. [blog] January, 2013, Available at: http://cft.vanderbilt.edu/2013/01/thinking-about- metacognition/ [Accessed: 14 Jan 2013].