College Classroom - Week 2

Week 2: How People Learn
The College Classroom
January 16, 2013

Please form 4 islands of 6 people
by the color on the index card you received.

2
collegeclassroom.ucsd.edu #tccucsd

Evidence-based teaching
3

We know How People Learn.1

There is research that informs us. Let’s exploit the
patterns of learning to make instruction more effective.

1. National Research Council. 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, 2000.


“…exploit the patterns…”
4

Put up your hand when you know what this means:
recognize what this is:

NBCFBIOMGUSAIRS


How People Learn, Chapter 1 matrix
5


Key Finding – 1
6

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
purposes of a test but revert to their preconceptions
outside the classroom.
(How People Learn, p. 14)


Discussion
7

1. Introduce yourself.
2. Tell the others in your group about how, in the class
you observed, the instructor successfully engaged
the students’ preconceptions and initial
understanding. (5 minutes)


Discussion
8

you observed, the instructor successfully engaged
the students’ preconceptions and initial
understanding. (5 minutes)
3. Tell your group about a time when the instructor
failed to engage the students’ pre-existing
knowledge. How did you know? (5 minutes)


Implications for Teaching – 1
9

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



New Coding System
10

Please memorize this code:

1= 4= 7= 1 2 3

2= 5= 8= 4 5 6

3= 6= 9= 7 8 9

unsupported, unfamiliar content built on pre-existing
knowledge
(tic-tac-toe board)

Designing Classroom Environments – 1
11

Schools and classrooms must be learner centered.



Key Findings – 2
12

To develop competence in an area of inquiry, 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.


13

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.


Discussion
14

you observed, the instructor talked about the
framework of concept and organization/retrieval of
the concepts. (5 minutes)
3. Tell your group about a time when the instructor
failed at [see 2]. How did you know? (5 minutes)


15

To provide a knowledge-centered classroom environment,
attention must be given to what is taught (information,
subject matter), why it is taught (understanding), and
what competence or mastery looks like.


development learning
of expertise outcomes
(Week 3) (Week 4)

Key Findings – 3
16

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
17

Metacognition refers to one’s knowledge concerning one’s
own cognitive processes or anything related to
them, e.g., the learning-relevant properties of information
or data. For example, I am engaging in metacognition if I
notice that I am having more trouble learning A than B; if
it strikes me that I should double check C before
accepting it as fact.
(Flavell1,2, 1976, p. 232)
1. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The
nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum.
2. Brame, C. (2013) Thinking about metacognition. [blog] January, 2013, Available at:
http://cft.vanderbilt.edu/2013/01/thinking-about-metacognition/ [Accessed: 14 Jan 2013].

Aside: metacognition
18

I wonder why I wonder why?
I wonder why I wonder?
I wonder why I wonder why I wonder why I wonder?
Richard Feynman

Image: Wikimedia Commons
http://www.fnal.gov/pub/news/feynman.jpg

Key Findings – 3
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.


20

The teaching of metacognitive skills should be integrated
into the curriculum in a variety of subject areas.


21

Formative assessments — ongoing assessments designed
to make students’ thinking visible to both teachers and
students — are essential. They permit the teacher to grasp
the students’ preconceptions, understand where the
students are in the “developmental corridor” from
informal to formal thinking, and design instruction
accordingly. In the assessment-centered classroom
environment, formative assessments help both teachers
and students monitor progress.
assessment (How People Learn, p. 24)
(Week 5)

Evolution of the Solar System
22

Today, we’ve 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.


Clicker question
X
23

Are features X and Y
ridges or valleys?
A) X=ridge, Y=valley
B) X=valley, Y=ridge
C) both are ridges
Y D) both are valleys


Typical Peer Instruction Episode
24

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.

Peer Instruction and How People Learn
25


In effective peer instruction
26

 students teach each other while they students learn
may still hold or remember their novice and practice
misconceptions how to think,
 students discuss the concepts in their communicate
own language like experts

 the instructor finds out what the students know (and
don’t know) and reacts


Effective peer instruction requires
27

1. identifying key concepts, misconceptions
before
2. creating multiple-choice questions that
class
require deeper thinking and learning

3. facilitating peer instruction episodes that
during
spark student discussion
class
4. resolving the misconceptions

Teacher C
(HPL p. 12)

Week 3: Development of Expertise
The College Classroom
January 23, 2013

Watch the blog for the Week 3 homework
collegeclassroom.ucsd.edu

College Classroom - Week 2

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