How People Learn and Implications for Course and Syllabus Design (Preparing to Teach @ VCU, Spring 2012)

How People Learn:The Art of Teaching and the Science of Learning 2012 Preparing to Teach @ VCU Workshop Series

Session ObjectivesBy the end of this session, you should be able to Identify a variety of scientific sources for HPL Identify the key findings from this research and recognize their relative value in the context in which you teach Recognize that in addition to these key factors, faculty need to be creative (artful) in how they address these factors Begin to integrate these factors into your course design / instructional practice

Identify a SignificantLearning Experience

What are some of the common themes?

Bransford et. al.Learning: From Speculation to Science1. Memory and Understanding  Experts vs Novices  Cognitive Load  Scaffolding2. Preconceptions / Misconceptions  Private Universe3. Active Learning  Think, speak, write, listen, visualize4. Metacognition

Seven Principles for Good Practice in Undergraduate Education Gamson and Chickering, 19871. Good practice encourages contacts between students / faculty2. Good practice encourages cooperation among students3. Good practice encourages active learning4. Good practice gives prompt feedback5. Good practice emphasizes time on task6. Good practice communicates high expectations7. Good practice respects diverse talents and ways of learning

Learning Environments Assessment- Centered Learning- Knowledge- Centered Centered Community- Centered

High Impact Activities National Survey of Student Engagement NSSE 1. Service learning 2. Study Abroad 3. Learning Communities 4. Internships / Externships 5. Undergraduate Research 6. Capstone Courses

Lecture:Lecture: Probe, Clarify, Lecture: Setup Guide, Complicate Debrief Authentic Trial & Error Aaa Feedback Retrial Activity M/C M/CLecture 7 – 8 weeks Lecture 7 – 8 weeks Midterm Final

Integrative Course Design Learning Objectives Course Goals Assessment: Learning Formative & Activities Summative

The Graphic Sociology Syllabus 101Course Goals Survey Critical Life-Long Sociology Thinking LearningLearning Identify, Analyze, Self-Initiated List, Evaluate, Self-GuidedObjectives Explain Synthesize Self-CorrectingTeaching Lecture Active ReflectionMethod Learning Activities M/C Paper, LearningEvaluation Test Project Log

Additional Resources How People Learn, 2000 (Bransford et al.) http://www.nap.edu/openbook.php?isbn=030907 0368 Seven Principles for Good Practice in Undergraduate Ed. (Chickering and Gamson) http://www.uis.edu/liberalstudies/students/docum ents/sevenprinciples.pdf National Survey of Student Engagement (NSSE) http://nsse.iub.edu/NSSE_2007_Annual_Report/ docs/withhold/NSSE_2007_Annual_Report.pdf# page=8

How People Learn and Implications for Course and Syllabus Design (Preparing to Teach @ VCU, Spring 2012)

by Phillip Edwards

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