This document summarizes key findings from the book "How People Learn" about constructivist learning theory. It discusses how students learn best when they actively construct their own understanding rather than passively receiving information. Effective teaching draws out students' preexisting knowledge, provides opportunities for interaction and practice, and helps students learn how to monitor their own learning. The document advocates for student-centered techniques like peer instruction with clickers that engage students in applying and discussing course concepts.
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How People Learn
1. slides and resources: http://tinyurl.com/CTDSp13HPL
CTD WEEKLY How People Learn 1
WORKSHOPS:
HOW PEOPLE LEARN
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
ctd.ucsd.edu #ctducsd
Tuesday, April 9, 2013
11:00 am ā 12:00 pm Center Hall, Room 316
3. The traditional lecture is based on
the transmissionist learning model
(Image by um.dentistry on flickr CC)
3 How People Learn
4. Scientifically Outdated, a Known
Failure
We must abandon the tabula
rasa āblank slateā and āstudents
as empty vesselsā models of
teaching and learning.
4 How People Learn
10. Constructivist theory of learning
We know How People Learn [1]. There is research
that informs us. Letās exploit the patterns of
learning to make instruction more effective.
10 How People Learn
11. Key Finding 1
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. Learn, p. 14)
(How People
Instructors must
draw out Instruction must
studentsā pre- be student-
existing centered.
understandings.
11 How People Learn
15. Key Finding 2
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)
These are
characteristics of
expertize.
15 How People Learn
16. One more
characteristic of
expertiseā¦
16 How People Learn
17. Key Finding 3
A āmetacognitiveā 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 How People Learn
18. Aside: metacognition
Metacognition refers to oneās knowledge
concerning oneās own cognitive processes or
anything related to themā¦. For example, I am
engaging in metacognition if I notice that I am
having more trouble learning A than B.
(Flavell [3, 4], p. 232)
18 How People Learn
19. Key Finding 3
A āmetacognitiveā 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)
Instructors need to provide
opportunities for students to
practice being metacognitive
ā
thinking about their own
thinking
19 How People Learn
22. student-centered instruction
peer instruction w clickers
worksheets
videos
interactive demonstrations
surveys of opinions
reading quizzes
discussions
22 How People Learn
23. Evolution of the Solar System
Today, weāve been learning about the formation of
the Solar System.
Just like a geologist
studies the exposed
layers on a cliff-face,
we study landforms on
other planets and
moons to find the
chronology (sequence)
of processes. (Image: NASA)
23 How People Learn
24. Clicker question
X Are features X and
Y ridges or valleys?
A) X=ridge,
Y=valley
B) X=valley,
Y=ridge
Y
C) both are ridges
D) both are valleys
(EOSC / CWSEI, UBC)
24 How People Learn
25. Typical episode of peer
instruction
Alternating with 10-15 minute mini-lectures,
1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own.
3. Students vote for an answer using clickers,
colored/ABCD voting cards,...
4. The instructor reacts, based on the
distribution of votes.
25 How People Learn
26. In effective peer instruction
ļ± students teach each other while students
they may still hold or remember learn and
their preconceptions practice
ļ± students discuss the concepts in their to
how
own (novice) language think,
communicat
e like
ļ± the instructor finds out what the students know
(and donāt know) and reacts experts
26 How People Learn
28. To learn more about peer
instruction
Upcoming CTD Teaching and Learning
Workshops:
April 23 Clickers 1: Intro to Peer Instruction with
Clickers
April 30 Clickers 2: Writing Good Clicker Questions
To register, look for the
Spring 2013
Teaching and Learning Workshops
at ctd.ucsd.edu
28 How People Learn
29. How People Learn
Learning is not about what
professors do.
Itās about what students do!
29 How People Learn
30. How People Learn
Learning is not about what
professors do.
Itās about what students do!
Corollary: Students will not
learn (just) by listening to the
professor explain
30 How People Learn
31. The Big Picture: Ask yourself
Who is doing the work?
You or the students?
31 How People Learn
32. References
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. 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. 66, 64-74.
3. Flavell, J. H. (1976). Metacognitive aspects of problem
solving. In L. B. Resnick (Ed.), The nature of intelligence
(pp.231-236). Hillsdale, NJ: Erlbaum.
4. Brame, C. (2013) Thinking about metacognition. [blog]
January, 2013, Available at:
http://cft.vanderbilt.edu/2013/01/thinking-about-
metacognition/ [Accessed: 14 Jan 2013].
32 How People Learn
33. slides and resources: http://tinyurl.com/HowPeopleLearnCTD
CTD WEEKLY How People Learn 33
WORKSHOPS:
HOW PEOPLE LEARN
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
ctd.ucsd.edu #ctducsd
Tuesday, April 9, 2013
11:00 am ā 12:00 pm Center Hall, Room 316
Editor's Notes
The how is most importantā¦ and it also applies to teaching any course.
The how is most importantā¦ and it also applies to teaching any course.
The how is most importantā¦ and it also applies to teaching any course.