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The College Classroom
Meeting 1: How People Learn
Peter Newbury
@polarisdotca Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.
Who am I?
How People Learn - collegeclassroom.ucsd.edu 2
Peter Newbury Ph.D. Applied Math (Astronomy)
Math, Astronomy instructor
Carl Wieman Science Education Initiative
University of British Columbia, Vancouver
Assoc. Director
Center for Teaching Development,
UC San Diego Center for Engaged Teaching,
Teaching + Learning Commons
Who are you?
How People Learn - collegeclassroom.ucsd.edu 3 wordle.net
Who are you?
How People Learn - collegeclassroom.ucsd.edu 4
Turn to your neighbors and introduce yourselves.
Think about your best and worst undergraduate classes.
Why was it the best or
worst class?
Make a list on your
whiteboards
best
because worst
because
Why are we here?
How People Learn - collegeclassroom.ucsd.edu 5
What do you think students are doing in a typical
university class?
A) listening
B) absorbing
C) learning
D) note-taking
E) distracted
The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu 6 image by um.dentistry on flickr CC
Here is an important new number
system. Please learn it.
7
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
How People Learn - collegeclassroom.ucsd.edu
What’s this number?
8 How People Learn - collegeclassroom.ucsd.edu
Scientifically outdated, a known failure
9
We must abandon the
tabula rasa (blank slate) and
“students as empty vessels”
models of teaching and
learning.
How People Learn - collegeclassroom.ucsd.edu
New Number System: tic-tac-toe code
10
1 2 3
4 5 6
7 8 9
How People Learn - collegeclassroom.ucsd.edu
Test
How People Learn - collegeclassroom.ucsd.edu 11
What number is this?
Constructivist Theory of Learning
12
New learning is based on knowledge you already have.
You store things in your long term memory through a set of connections with your existing memories.
(Image by Rebecca-Lee on flickr CC)
learning is done
by individuals
How People Learn - collegeclassroom.ucsd.edu
13 How People Learn - collegeclassroom.ucsd.edu
How People Learn
How People Learn - collegeclassroom.ucsd.edu 14
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.
Available for free as PDF
www.nap.edu/catalog.php?record_id=9853
Key Finding 1
How People Learn - collegeclassroom.ucsd.edu 15
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
How People Learn - collegeclassroom.ucsd.edu 16
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
How People Learn - collegeclassroom.ucsd.edu 17
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.)
Aside: metacognition
How People Learn - collegeclassroom.ucsd.edu 18
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.
([2], [3])
cognition meta
Key Finding 3
How People Learn - collegeclassroom.ucsd.edu 19
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.)
Please sort your cards into 3 sets of 3:
How People Learn - collegeclassroom.ucsd.edu 20
Key Finding
2
Implication
for Teaching
Implication
for Teaching
Implication
for Teaching
Designing
Classroom
Environments
21 How People Learn - collegeclassroom.ucsd.edu
Key Finding 1
How People Learn - collegeclassroom.ucsd.edu 22
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.)
Implications for Teaching 1
How People Learn - collegeclassroom.ucsd.edu 23
Teachers must draw out and work with the preexisting understandings that their students bring with them.
(How People Learn, p 19.)
How People Learn - collegeclassroom.ucsd.edu 24
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
Classroom Environments 1
How People Learn - collegeclassroom.ucsd.edu 25
Schools and classrooms must be learner centered.
(How People Learn, p 23.)
Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu 26
Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu 27
% of class time
NOT lecturing
Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu 28
% of class time
NOT lecturing
Learning gain:
pre-test 0
100%
post-test
0.50
Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu 29
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.
Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu 30
1 2
3 4
Key Finding 2
How People Learn - collegeclassroom.ucsd.edu 31
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.)
How People Learn - collegeclassroom.ucsd.edu 32
How People Learn - collegeclassroom.ucsd.edu 33
knowledge
framework
retrieval
Smith et al. [5]
How People Learn - collegeclassroom.ucsd.edu 34
knowledge
framework
retrieval
Smith et al. [5]
35
knowledge
framework
retrieval
How People Learn - collegeclassroom.ucsd.edu Smith et al. [5]
Implications for Teaching 2
How People Learn - collegeclassroom.ucsd.edu 36
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.)
Key Finding 3
How People Learn - collegeclassroom.ucsd.edu 37
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.)
Implications for Teaching 3
How People Learn - collegeclassroom.ucsd.edu 38
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.)
Supporting metacognition
How People Learn - collegeclassroom.ucsd.edu 39
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
40 How People Learn - collegeclassroom.ucsd.edu
Course-level learning outcomes
How People Learn - collegeclassroom.ucsd.edu 41
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
participate in the teaching and learning community, in-person and
online
know how to succeed as a professional educator in higher
education
What is going to happen in this class
How People Learn - collegeclassroom.ucsd.edu 42
Weekly meetings in Center Hall, Room 316:
1hr 20 min mixture of theory and practice
interact in small groups
Tue 11a–12:20p, Tue 2–3:20p, or Thu 12:30–1:50p
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.)
Traditional classroom
How People Learn - collegeclassroom.ucsd.edu 43
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
Flipped classroom
How People Learn - collegeclassroom.ucsd.edu 44
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
collegeclassroom.ucsd.edu
How People Learn - collegeclassroom.ucsd.edu 45
All course information,
presentations, links to
readings, discussions, etc.
will be on the class blog.
Each of you will have a username and password so you can
post to the blog. (You don’t need to login to access the
course materials or leave comments, though.)
(Image by kitsu on flickr CC)
Course blog is public so
How People Learn - collegeclassroom.ucsd.edu 46
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”)
Your posts and comments will be visible to the public.
Be aware of what and how you write: your posts
become part of your digital footprint.
If you include pictures in your posts, they must not be
protected by copyright (use Creative Commons pix?)
How you will be assessed
How People Learn - collegeclassroom.ucsd.edu 47
The College Classroom is not an official UC San Diego
course. You will not receive an grade on your transcript.
To receive a completion certificate (and for SGTSs, to be
qualified to teach in the Summer), you must
attend all sessions
thoughtfully complete all assigned work.
contribute during class in a professional, collegial
manner.
Week 2:
Supporting expert-like thinking
Watch for communication with a description of tasks to complete
before next class.
How People Learn - collegeclassroom.ucsd.edu 48
References
How People Learn - collegeclassroom.ucsd.edu 49
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. 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. 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.
5. Smith, J. & Tanner, K. (2010). The Problem of Revealing How Students Think:
Concept Inventories and Beyond. CBE – Life Sciences Education 9, 1.