1 allegheny intermediate unit -...
TRANSCRIPT
HOW PEOPLE LEARN
Michele Burgess, Michael Fierle, Gabriela Rose
Math & Science Collaborative at the
Allegheny Intermediate Unit
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Goals
Understand the three key findings from How People
Learn.
Apply the research from How People Learn and the
Common Core standards to discuss action steps in
STEM education.
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Math & Science Collaborative at the Allegheny Intermediate Unit
What does research say about how people
learn best? Who defines which research matters?
National Academies National Academy of Sciences (NAS),
National Academy of Engineering (NAE),
Institute of Medicine (IOM),
National Research Council (How People Learn, 2000)
Expert committees, selected from the “best in field”
More than 300 members are Nobel laureates
Conducted a review of research in a variety of fields that has advanced the understanding of human learning
Drew implications for teaching from that body of knowledge
Math & Science Collaborative at the Allegheny Intermediate Unit
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Private Universe
The Private Universe
As you view this short clip, what resonates with you?
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Moving Beyond Opinion
What does research tell us about teaching and
learning so that all students achieve conceptual
understanding of important math and science
concepts?
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How People Learn (NRC, 2000)
Key Findings
Key Findings for Students Key Findings for Teachers
FirstStudents come to the classroom with preconceptions about how the world works.
Recognize preconceptions and adjust instruction
Second
Students must have a deep foundation of usable knowledge, understand facts and ideas in the context of a conceptual framework, and organize knowledge for retrieval and application.
Understand the content and conceptual framework for a discipline
Third
Students must be taught explicitly to take control of their own learning by setting goals and monitoring progress toward them.
Teach metacognitive skills
1. Students come to the classroom with preconceptions about how the world works
What preconceptions did you bring regarding rigor
and the Common Core State Standards?
How were those preconceptions uncovered and/or
acted upon during the Common Core State
Standards session?
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1. Students come to the classroom with preconceptions about how the world works
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Like a pancake! Like a ball!
VS
.
1. Students come to the classroom with preconceptions about how the world works
The closer you are to a heat source, the warmer you
feel.
Common textbook illustrations of Earth’s orbit
around the sun
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How People Learn
Key Findings
Key Findings for Students Key Findings for Teachers
FirstStudents come to the classroom with preconceptions about how the world works.
Recognize preconceptions and adjust instruction
Second
Students must have a deep foundation of usable knowledge, understand facts and ideas in the context of a conceptual framework, and organize knowledge for retrieval and application.
Understand the content and conceptual framework for a discipline
Third
Students must be taught explicitly to take control of their own learning by setting goals and monitoring progress toward them.
Teach metacognitive skills
2. Students must have a deep foundation of usable knowledge and understand facts in the context of a conceptual framework.
How do the Common Core State Standards (both
content and practices) support development of a
conceptual framework for student learning?
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2. Students must have a deep foundation of usable knowledge and understand facts in the context of a conceptual framework
Facts:
Earth orbit around the sun
Tilt of the axis of the earth
Energy transfer
Effect of the angle
Concept:
Seasons can be explained by the relationship of these
facts to one another within the earth-sun system
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How People Learn
Key Findings
Key Findings for Students Key Findings for Teachers
FirstStudents come to the classroom with preconceptions about how the world works.
Recognize preconceptions and adjust instruction
Second
Students must have a deep foundation of usable knowledge, understand facts and ideas in the context of a conceptual framework, and organize knowledge for retrieval and application.
Understand the content and conceptual framework for a discipline
Third
Students must be taught explicitly to take control of their own learning by setting goals and monitoring progress toward them.
Teach metacognitive skills
3. Students must be taught explicitly to take control of their own learning by setting goals and monitoring progress toward them.
Think about examples of how you monitored your
own learning (used metacognition) during the
Common Core State Standards session.
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3. Students must be taught explicitly to take control of their own learning by setting goals and monitoring progress toward them.
Multiple opportunities for:
Monitoring progress toward goals
Reflecting
Working collaboratively (talking and listening)
Creating and sharing explanations
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How People Learn
Key Findings: Students Key Findings: TeachersAs a Result, Curriculum and Instruction
Need To…
Come to class with
preconceptions
Recognize preconceptions
and adjust instruction
Include structured strategies to elicit and
challenge learners’ preconceptions
Incorporate background for the teacher
about common preconceptions
Need to develop a deep
foundation of usable
knowledge and to understand
facts in the context of a
conceptual framework
Understand the content and
conceptual framework for a
discipline
Provide examples for
context
Be organized around a conceptual
framework
Connect factual information to the
framework
Provide relevant examples to illustrate key
ideas
Must be taught explicitly to
take control of their own
learning by setting goals
and monitoring progress
toward them
Provide class time for goal
setting and analysis
Teach metacognitive skills
Make learning goals explicit
Integrate metacognitive skill development
into content
Complete conceptual understanding
of Seasons
www.youtube.com/watch?v=DuiQvPLWziQ
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Action Plan
Through the lens of the research from How People
Learn and the Common Core State Standards,
further discuss action steps in STEM education.
Be prepared to share one action step per table.
Record this on the large post-it.
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