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CTD Spring 2015 Weekly Workshop: How people learn
1. Peter Newbury, Ph.D.
Center forTeaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca #ctducsd ctd.ucsd.edu
CTD Weekly Workshops:
How People Learn
Unless otherwise noted, content is licensed under a Creative CommonsAttribution-Non Commercial 3.0 License.
resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2015/
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2. Why are we here?
How (you can help) People Learn2
What do you think students are doing in a typical
university class?
A) listening
B) absorbing
C) learning
D) note-taking
3. The traditional lecture is based on the
transmissionist model of learning
How (you can help) People Learn3 image by um.dentistry on flickr CC
4. Important new number system
How (you can help) People Learn4
Learn it.
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
6. Scientifically outdated, a known failure
How (you can help) People Learn6
We must abandon the tabula rasa (blank
slate) and “students as empty vessels”
models of teaching and learning.
7. New Number System = tic-tac-toe code
How (you can help) People Learn7
1 2 3
4 5 6
7 8 9
9. Constructivist Theory of Learning
How (you can help) People Learn9
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.
(Image by Rebecca-Lee on flickr CC)
learning is done
by individuals
11. How People Learn
How (you can help) People Learn11
3 Key Findings
3 Implications forTeaching
3 Designs for Classroom Environment
12. Key Finding 1
How (you can help) People Learn12
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.)
13. Key Finding 2
How (you can help) People Learn13
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.)
14. Key Finding 3
How (you can help) People Learn14
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.)
15. Aside: metacognition
How (you can help) People Learn15
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
learningA than B.
([2],[3])
cognitionmeta
16. Key Finding 3
How (you can help) People Learn16
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.)
17. Please sort your cards into 3 sets of 3:
How (you can help) People Learn17
Key Finding
2
Implication
forTeaching
Implication
forTeaching
Implication
forTeaching
Designing
Classroom
Environments
19. Key Finding 1
How (you can help) People Learn19
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.)
20. Implications for Teaching 1
How (you can help) People Learn20
Teachers must draw out and work with the preexisting
understandings that their students bring with them.
(How People Learn, p 19.)
21. How (you can help) People Learn21
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
1 2 3
4 5 6
7 8 9
unsupported, unfamiliar content built on pre-existing
knowledge
(tic-tac-toe board)
Transmissionist Constructivist
22. What do students bring
to your class?
How (you can help) People Learn22
Work with the people next to you.
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?
Partners 2, 3, 4…
Help your partner align pre-existing knowledge,
experience, or skill and the concept.
“In a moment but
not yet…” [4]
23. Classroom Environments 1
How (you can help) People Learn23
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)
25. Learning requires interaction [6]
How (you can help) People Learn25
% of class time
NOT lecturing
Learning gain:
pre-test
0
100%
post-test
0.50
26. Learning requires interaction [6]
How (you can help) People Learn26
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.
28. Key Finding 2
How (you can help) People Learn28
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.)
30. Implications for Teaching 2
How (you can help) People Learn30
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.)
31. Key Finding 3
How (you can help) People Learn31
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.)
32. Implications for Teaching 3
How (you can help) People Learn32
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.)
33. Supporting metacognition
How (you can help) People Learn33
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
34. Supporting metacognition
How (you can help) People Learn34
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
“What questions do you have for me?”
…and give them enough time
to ask a useful question
36. What questions do you have for me?
How (you can help) People Learn36
resources:
ctd.ucsd.edu/programs/weekly-workshops-spring-2015/
37. References
How (you can help) People Learn37
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
NationalAcademies Press.
2. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.),The
nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
3. Brame, C. (2013).Thinking about metacognition. [blog] January, 2013,Available at:
http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan
2013].
4. Williams, L.“In a Moment, But NotYet. ” store.training-wheels.com/inmobutnotye.html
5. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
6. 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.