How Children LearnHow Children Learn

Key Findings from ResearchKey Findings from Research

Rhode Island Professional Rhode Island Professional Teacher StandardsTeacher Standards

Standard 3: How Children Learn and Develop Standard 3: How Children Learn and Develop Teachers create instructional opportunities that Teachers create instructional opportunities that reflect an understanding of how children learn and reflect an understanding of how children learn and develop.develop.

Teachers...Teachers...* understand how students learn -- how students * understand how students learn -- how students

construct construct knowledge, acquire skills, develop habits of knowledge, acquire skills, develop habits of mind, and mind, and acquire positive dispositions toward learning.acquire positive dispositions toward learning.

* design instruction that meets the current cognitive, * design instruction that meets the current cognitive, social, and personal needs of their studentssocial, and personal needs of their students* create age-appropriate lessons and activities that * create age-appropriate lessons and activities that

meet the meet the variety of developmental levels of students within a variety of developmental levels of students within a

classclass

National Science Teaching National Science Teaching StandardsStandards

TEACHING STANDARD A:TEACHING STANDARD A:Teachers of science plan an Teachers of science plan an inquiryinquiry-based -based science program for their students.science program for their students.In doing this, teachers plan to meet the particular interests, In doing this, teachers plan to meet the particular interests, knowledge, and skills of their students and build on their knowledge, and skills of their students and build on their questions and ideas. questions and ideas. Such decisions rely heavily on a teacher's Such decisions rely heavily on a teacher's knowledge of students' cognitive potential, developmental knowledge of students' cognitive potential, developmental level, physical attributes, affective development, and level, physical attributes, affective development, and motivation--and motivation--and how they learnhow they learn.. Teachers are aware of and Teachers are aware of and understand common naive concepts in science for given grade understand common naive concepts in science for given grade levels, as well as the cultural and experiential background of levels, as well as the cultural and experiential background of students and the effects these have on learning.students and the effects these have on learning.

http://www.nap.edu/readingroom/books/nses/html/3.html#tsahttp://www.nap.edu/readingroom/books/nses/html/3.html#tsa

What principles of learning What principles of learning guide you in teaching?guide you in teaching?

It matters what you believe!It matters what you believe!

Our beliefs are shaped by the way we Our beliefs are shaped by the way we view the world!view the world!

Research-based Teaching Research-based Teaching and Learningand Learning

New view of learning draws its strength fromNew view of learning draws its strength from

-cognitive neurosciences-cognitive neurosciences-cognitive psychology-cognitive psychology-artificial intelligence -artificial intelligence

This new view directly affects how we This new view directly affects how we develop curriculum and how we teach. develop curriculum and how we teach.

Biological Basis of LearningBiological Basis of Learning

Imaging research helps us Imaging research helps us understand how we learnunderstand how we learn

Magnetic Resonance ImagingMagnetic Resonance Imaging

Role of Adrenaline Role of Adrenaline Prepares Brain for LearningPrepares Brain for Learning

Role of Adrenaline in LearningRole of Adrenaline in Learning

A hormone released when the body A hormone released when the body experiences arousal. experiences arousal.

When release the body becomes more When release the body becomes more attentive. attentive.

A learning response is increased attention A learning response is increased attention to the matter at handto the matter at hand

Too much adrenaline shuts down the Too much adrenaline shuts down the brain.brain.

ImplicationsImplicationsApproach to LearningApproach to Learning

Hands-on (Multi-Sensory)Hands-on (Multi-Sensory)• First HandFirst Hand

Pictorial/RepresentationalPictorial/Representational• Second HandSecond Hand

Symbolic Symbolic • Last HandLast Hand

Research-based Teaching Research-based Teaching and Learningand Learning

A. A. Learners construct knowledge through experience.Learners construct knowledge through experience.

B. B. Construction of knowledge depends on interest and Construction of knowledge depends on interest and prior knowledge.prior knowledge.

C. C. Data comes in through our five senses. The brain Data comes in through our five senses. The brain stores a record of neural activity as learners stores a record of neural activity as learners

interact with the environment. Each record is a interact with the environment. Each record is a pattern of connections (dendrites/synapses) among pattern of connections (dendrites/synapses) among brain cells (neurons).brain cells (neurons).

Research-based Teaching Research-based Teaching and Learningand Learning

D. D. “Knowledge” is stored in clusters and “Knowledge” is stored in clusters and organized in systems.organized in systems.

E. Enriched environments increase the quality E. Enriched environments increase the quality and quantity of interconnections.and quantity of interconnections.

Key Findings Key Findings How People LearnHow People Learn

1. Engage students’ prior knowledge.1. Engage students’ prior knowledge.

2. Develop students’ deep foundation 2. Develop students’ deep foundation of factual knowledge and a strong of factual knowledge and a strong conceptual framework. conceptual framework.

3. Help students self-monitor their 3. Help students self-monitor their understanding and progress in understanding and progress in problem solving.problem solving.

Donovan et al.Donovan et al. How How People LearnPeople Learn

Implications for the TeacherImplications for the Teacher

1. Engage students’ prior knowledge.1. Engage students’ prior knowledge.

StrategiesStrategies::-Interviews - Drawing, Writing, Speaking-Interviews - Drawing, Writing, Speaking-Small and Whole Class Discussion-Small and Whole Class Discussion-Concept Mapping-Concept Mapping-Concept Cartoons-Concept Cartoons-Surveys-Surveys

Implications for the TeacherImplications for the Teacher2. Develop students’ deep foundation of factual 2. Develop students’ deep foundation of factual knowledge and a strong conceptual framework. knowledge and a strong conceptual framework.

StrategiesStrategies::-Use exemplary science materials that develop -Use exemplary science materials that develop

ideas sequentially-smaller ideas to larger ideasideas sequentially-smaller ideas to larger ideas-Use scientist notebook (link “Conclusion” with -Use scientist notebook (link “Conclusion” with

“Prediction”)“Prediction”)-Use graphic organizers, concept mapping, KWL -Use graphic organizers, concept mapping, KWL

chartscharts

Implications for the TeacherImplications for the Teacher3. Help students self-monitor their 3. Help students self-monitor their understanding and progress in problem understanding and progress in problem solving.solving.StrategiesStrategies::-Use scientist notebooks “Next -Use scientist notebooks “Next Steps/New Questions”Steps/New Questions”-Rating scales-Rating scales-I used to think….Now I think…-I used to think….Now I think…

Other ImplicationsOther Implications

1.1. UUse a hands-on, multi-sensory approach to se a hands-on, multi-sensory approach to teaching.teaching.

2.2. UUse formative assessment (e.g., pre-se formative assessment (e.g., pre-assessments; self-assessments)assessments; self-assessments)

3.3. HHelp learners link ideas (e.g, graphic elp learners link ideas (e.g, graphic organizers such as concept maps)organizers such as concept maps)

4.4. PProvide regular opportunities for learners to rovide regular opportunities for learners to set goals for learning, self-monitor learning, set goals for learning, self-monitor learning, and reflect.and reflect.

Other Implications Other Implications Instructional MaterialsInstructional Materials

1. Use instructional materials (such as FOSS, STC, and 1. Use instructional materials (such as FOSS, STC, and Insights) which apply research on learning.Insights) which apply research on learning.

2. Enable learners to construct own ideas through 2. Enable learners to construct own ideas through exploration of relationships among materials and exploration of relationships among materials and ideasideas

3. Less is more. Spend more time on fewer, more 3. Less is more. Spend more time on fewer, more powerful topics.powerful topics.

4. Delay the teaching of abstract topics until the onset 4. Delay the teaching of abstract topics until the onset of adolescence.of adolescence.

ReferencesReferencesDonovan, M. Suzanne, Bransford, John D. and Pellegrino, James W. Donovan, M. Suzanne, Bransford, John D. and Pellegrino, James W. (Eds.) (1999). (Eds.) (1999). How people Learn: Bridging research and practice.How people Learn: Bridging research and practice. Washington, DC: National Academy Press. On-line: Washington, DC: National Academy Press. On-line: http://books.nap.edu/html/howpeople2/index.html

Lowery, Lawrence. (1998, November). How New Science Lowery, Lawrence. (1998, November). How New Science Curriculums Reflect Brain Research. Curriculums Reflect Brain Research. Educational LeadershipEducational Leadership Association for Supervision and Curriculum Development. Volume Association for Supervision and Curriculum Development. Volume 56 Number 3.56 Number 3.

For ELED 518For ELED 518Interview About EvaporationInterview About Evaporation

PurposePurpose: To elicit children’s : To elicit children’s misconceptions about scientific ideas. misconceptions about scientific ideas.

It’s assessment--but can be used to It’s assessment--but can be used to engage student’s prior knowledge.engage student’s prior knowledge.

It’s formative assessment. However, it It’s formative assessment. However, it could be used to determine progress in could be used to determine progress in students learning (pre/post students learning (pre/post assessment).assessment).

Interview About EvaporationInterview About Evaporation

Gather MaterialsGather Materials Paper towelsPaper towels WaterWater Picture/drawing of wet clothes on clotheslinePicture/drawing of wet clothes on clothesline Drawing-writing paperDrawing-writing paper

Ryan watched the clothes drying and wonders where the water goes.

Where do you think the water goes when clothes dry on a line?

Interview About EvaporationInterview About Evaporation

Conducting the interview:Conducting the interview: Establish trust. “This is not a test.”Establish trust. “This is not a test.” Explain the purpose.”I want to know more about how Explain the purpose.”I want to know more about how

you think.”you think.” Use effective questioning/responding. Have ELL Use effective questioning/responding. Have ELL

students draw and write.students draw and write. After the interview is over, feel free to explain After the interview is over, feel free to explain

the scientific view of evaporation.the scientific view of evaporation. Compare your results with research. See file Compare your results with research. See file

“Evaporation Research” (Go to WebCT “Evaporation Research” (Go to WebCT Classroom Handouts>How Children Learn)Classroom Handouts>How Children Learn)

Examples of Younger Examples of Younger Students’ Theories Students’ Theories

1. Water changes location1. Water changes location““Moving to the Sun”Moving to the Sun”““Dripping” (Water Falling to the Ground)Dripping” (Water Falling to the Ground)““Soaking In”Soaking In”

2. Water ceases to exist2. Water ceases to exist““Dried up”Dried up”““Disappeared”Disappeared”

3. Water is transformed into some other form.3. Water is transformed into some other form.

Examples of Younger Examples of Younger Students’ TheoriesStudents’ Theories

4. 4. Children’s use of term “evaporation” Children’s use of term “evaporation” increases with age, but there is a lack of increases with age, but there is a lack of understanding of its meaning.understanding of its meaning.

5. A majority of students do not discuss water 5. A majority of students do not discuss water as a substance having varying states.as a substance having varying states.

What Can You Conclude?What Can You Conclude?

Students understanding of evaporation Students understanding of evaporation changes over time…goes through a changes over time…goes through a series of stages.series of stages.

With instruction, Grade 5 or older With instruction, Grade 5 or older students can identify air as the final students can identify air as the final location of evaporating water. There is a location of evaporating water. There is a need for pre-requisite knowledge: need for pre-requisite knowledge: Air is Air is a permanent substancea permanent substance..

Our Private UniverseOur Private Universe

When we are confronted by things we don't When we are confronted by things we don't understand, our minds search for answers. understand, our minds search for answers.

We seldom wait for a teacher's explanation. We seldom wait for a teacher's explanation. When puzzled, we naturally dip into our When puzzled, we naturally dip into our storehouse of everyday experience for an storehouse of everyday experience for an explanation. explanation.

Many of the ideas we put together on our Many of the ideas we put together on our own are inaccurate.own are inaccurate.

Our Private UniverseOur Private Universe

When we seek an answer to a question, When we seek an answer to a question, we compare our own ideas with the we compare our own ideas with the teacher's, the experts', other students' teacher's, the experts', other students' explanations. explanations.

If the explanation fits our private If the explanation fits our private understanding, then the explanation understanding, then the explanation sticks. If the explanation differs from sticks. If the explanation differs from own own understanding, it's difficult to own own understanding, it's difficult to absorb and we fail to learn.absorb and we fail to learn.

Helping Students With Their Helping Students With Their MisconceptionsMisconceptions

1.1. Remind yourself that every student has Remind yourself that every student has well developed theories (scientific or not well developed theories (scientific or not scientific) about how things work. scientific) about how things work. They’re perfectly sensible to a student.They’re perfectly sensible to a student.

2.2. Ask probing questions. Ask probing questions. Explain your Explain your idea further.idea further.

3.3. Pay attention to their ideas, even if Pay attention to their ideas, even if they’re "off the wall.” Ask they’re "off the wall.” Ask Where the idea came from? Where the idea came from? Does anyone else agree?Does anyone else agree?

Helping Students With Their Helping Students With Their MisconceptionsMisconceptions

4.4. Listen to your students' responses to your Listen to your students' responses to your questions. Are they telling you what you questions. Are they telling you what you want to hear or do they clearly understand want to hear or do they clearly understand the concept you are trying to teach? the concept you are trying to teach? The The water is evaporating! (What’s evaporation?)water is evaporating! (What’s evaporation?)

5.5. Understand the limitations of memorizing Understand the limitations of memorizing facts. facts. Make concept maps.Make concept maps.

6.6. Encourage students to challenge their own Encourage students to challenge their own ideas. ideas. Use Notebooking: Link Conclusions Use Notebooking: Link Conclusions with Predictions.with Predictions.

Key Findings Key Findings How People LearnHow People Learn

1. Engage students’ prior knowledge.1. Engage students’ prior knowledge.

2. Develop students’ deep foundation 2. Develop students’ deep foundation of factual knowledge and a strong of factual knowledge and a strong conceptual framework. conceptual framework.

3. Help students self-monitor their 3. Help students self-monitor their understanding and progress in understanding and progress in problem solving.problem solving.

Donovan et al.Donovan et al. How How People LearnPeople Learn