CTD Spring 2015 Weekly Workshop: How people learn

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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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

The traditional lecture is based on the
transmissionist model of learning
How (you can help) People Learn3 image by um.dentistry on flickr CC

Important new number system
Learn it.
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =

Test
What is this number?

Scientifically outdated, a known failure
We must abandon the tabula rasa (blank
slate) and “students as empty vessels”
models of teaching and learning.

New Number System = tic-tac-toe code
1 2 3
4 5 6
7 8 9

Test
What number is this?

Constructivist Theory of Learning
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

10 How (you can help) People Learn

How People Learn
 3 Key Findings
 3 Implications forTeaching
 3 Designs for Classroom Environment

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.
(How People Learn, p 14.)

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.)

Key Finding 3
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.

Aside: metacognition
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

Key Finding 3

Please sort your cards into 3 sets of 3:
Key Finding
2
Implication
forTeaching
Implication
forTeaching
Implication
forTeaching
Designing
Classroom
Environments

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.

Implications for Teaching 1
Teachers must draw out and work with the preexisting
understandings that their students bring with them.

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

What do students bring
to your class?
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]

Classroom Environments 1
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)

Learning requires interaction [6]
How (you can help) People Learn24 How (you can help) People Learn

% of class time
NOT lecturing
Learning gain:
pre-test
0
100%
post-test
0.50

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.

1 2
3 4

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.

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.
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.

Key Finding 3

The teaching of metacognitive skills should be integrated into the
curriculum in a variety of subject areas.
Formative assessments — ongoing assessments designed to make
students’ thinking visible to both teachers and students — are
essential.

Supporting metacognition
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

Supporting metacognition
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

What questions do you have for me?
resources:
ctd.ucsd.edu/programs/weekly-workshops-spring-2015/

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
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.

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