Peter Newbury UC San Diego and Tom Holme Iowa State University collegeclassroom.ucsd.edu Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net

1. CIRTL – The College Classroom
Meeting 1: How People Learn
January 28, 2016
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution- 3.0 License.
Peter Newbury
Center for EngagedTeaching, UC San Diego
pnewbury@ucsd.edu
Tom Holme
Department of Chemistry, Iowa State University
taholme@iastate.edu
collegeclassroom.ucsd.edu

2. Peter Newbury
How People Learn - collegeclassroom.ucsd.edu2
Ph.D.Applied Math (Astronomy)
Associate Director,
Center for EngagedTeaching
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
peternewbury.org
Tom Holme
Ph.D. Chemistry
Professor, Chemistry Department
Iowa State University taholme@iastate.edu
www.chem.iastate.edu/faculty/Tom_Holme

3. Who are you?
How People Learn - collegeclassroom.ucsd.edu3
wordle.net

4. Blackboard Collaborate Orientation
How People Learn - collegeclassroom.ucsd.edu4

5. Who are you?
How People Learn - collegeclassroom.ucsd.edu5
1. Turn on your microphones and cameras and introduce
yourselves to the others in your breakout room.
2. Think about your best and worst undergraduate
classes.What did the instructor do to create those
experiences?

6. Why are we here?
How People Learn - collegeclassroom.ucsd.edu6

7. Why are we here?
How People Learn - collegeclassroom.ucsd.edu7
What do you think students are doing in a typical
university class?
A) listening
B) absorbing
C) learning
D) note-taking
E) distracted

8. The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu8 image by um.dentistry on flickr CC

9. The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu9 image by um.dentistry on flickr CC

10. The traditional lecture is based on the
transmissionist model of learning
How People Learn - collegeclassroom.ucsd.edu10 image by um.dentistry on flickr CC

11. Here is an important new number
system. Please learn it.
11
1 = 4 = 7 =
2 = 5 = 8 =
3 = 6 = 9 =
How People Learn - collegeclassroom.ucsd.edu

12. What’s this number?
12 How People Learn - collegeclassroom.ucsd.edu

13. Scientifically outdated, a known failure
13
We must abandon the
tabula rasa (blank slate) and
“students as empty vessels”
models of teaching and
learning.
How People Learn - collegeclassroom.ucsd.edu

14. New Number System: tic-tac-toe code
14
1 2 3
4 5 6
7 8 9
How People Learn - collegeclassroom.ucsd.edu

15. What number is this?
Type it in the chat window
How People Learn - collegeclassroom.ucsd.edu15

16. Constructivist Theory of Learning
16
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)
How People Learn - collegeclassroom.ucsd.edu

17. Constructivist Theory of Learning
17
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

18. 18 How People Learn - collegeclassroom.ucsd.edu

19. 19 How People Learn - collegeclassroom.ucsd.edu

20. How People Learn
How People Learn - collegeclassroom.ucsd.edu20
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.
Available for free as PDF
www.nap.edu/catalog.php?record_id=9853

21. Key Finding 1
How People Learn - collegeclassroom.ucsd.edu21
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.)

22. Key Finding 2
How People Learn - collegeclassroom.ucsd.edu22
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.)

23. Key Finding 3
How People Learn - collegeclassroom.ucsd.edu23
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.)

24. Aside: metacognition
How People Learn - collegeclassroom.ucsd.edu24
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

25. Key Finding 3
How People Learn - collegeclassroom.ucsd.edu25
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.)

26. In your breakout rooms…
How People Learn - collegeclassroom.ucsd.edu26
Key Finding
2
Implication
forTeaching
Implication
forTeaching
Implication
forTeaching
Designing
Classroom
Environments

27. 27 How People Learn - collegeclassroom.ucsd.edu

28. Key Finding 1
How People Learn - collegeclassroom.ucsd.edu28
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.)

29. Implications for Teaching 1
How People Learn - collegeclassroom.ucsd.edu29
Teachers must draw out and work with the preexisting
understandings that their students bring with them.
(How People Learn, p 19.)

30. How People Learn - collegeclassroom.ucsd.edu30
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

31. Classroom Environments 1
How People Learn - collegeclassroom.ucsd.edu31
Schools and classrooms must be learner centered.
(How People Learn, p 23.)

32. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu32

33. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu33

34. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu34
% of class time
NOT lecturing

35. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu35
% of class time
NOT lecturing
Learning gain:
pre-test
0
100%
post-test

36. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu36
% of class time
NOT lecturing
Learning gain:
pre-test
0
100%
post-test
0.50

37. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu37
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.

38. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu38

39. In your breakout room, figure out
what story these data are telling us
How People Learn - collegeclassroom.ucsd.edu39
1 2
3 4

40. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu40
1 2
3 4

41. Learning requires interaction [4]
How People Learn - collegeclassroom.ucsd.edu41
1 2
3 4

42. Key Finding 2
How People Learn - collegeclassroom.ucsd.edu42
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.)

43. How People Learn - collegeclassroom.ucsd.edu43

44. How People Learn - collegeclassroom.ucsd.edu44

45. How People Learn - collegeclassroom.ucsd.edu45

46. How People Learn - collegeclassroom.ucsd.edu46
knowledge
framework
retrieval
Smith et al. [5]

47. How People Learn - collegeclassroom.ucsd.edu47
knowledge
framework
retrieval
Smith et al. [5]

48. 48
knowledge
framework
retrieval
How People Learn - collegeclassroom.ucsd.edu Smith et al. [5]

49. Implications for Teaching 2
How People Learn - collegeclassroom.ucsd.edu49
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.
(How People Learn,p 20.)

50. Implications for Teaching 2
How People Learn - collegeclassroom.ucsd.edu50
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.)

51. Key Finding 3
How People Learn - collegeclassroom.ucsd.edu51
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.)

52. Implications for Teaching 3
How People Learn - collegeclassroom.ucsd.edu52
The teaching of metacognitive skills should be integrated
into the curriculum in a variety of subject areas.
(How People Learn, p 21.)

53. Implications for Teaching 3
How People Learn - collegeclassroom.ucsd.edu53
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.)

54. Supporting metacognition
How People Learn - collegeclassroom.ucsd.edu54
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

55. Supporting metacognition
How People Learn - collegeclassroom.ucsd.edu55
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?”

56. Supporting metacognition
How People Learn - collegeclassroom.ucsd.edu56
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

57. 57 How People Learn - collegeclassroom.ucsd.edu

58. Traditional classroom
How People Learn - collegeclassroom.ucsd.edu58
 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

59. Flipped classroom
How People Learn - collegeclassroom.ucsd.edu59
 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

60. collegeclassroom.ucsd.edu
How People Learn - collegeclassroom.ucsd.edu60
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)

61. Course blog is public so
How People Learn - collegeclassroom.ucsd.edu61
 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?)

62. How you will be assessed
How People Learn - collegeclassroom.ucsd.edu62
To receive a completion certificate that shows you’ve
reached the CIRTL Associate level of achievement, you
must
 attend all sessions
 thoughtfully complete all assigned work.
 contribute during class in a professional, collegial
manner.

63. Week 2:
Supporting expert-like thinking
Watch for communication with a description of tasks to complete
before next class.
How People Learn - collegeclassroom.ucsd.edu63

64. References
How People Learn - collegeclassroom.ucsd.edu64
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. 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 StudentsThink:
Concept Inventories and Beyond. CBE – Life Sciences Education 9, 1.