How People Learn

MWSI 2015 With thanks to previous presentations by Jenny Knight, Robin Wright, Molly Bolger and others….

Katie SouthardUniversity of Arizona

Molecular and Cellular Biology

Martina RosenbergUniversity of New MexicoBiochemistry & Molecular

Biology

Warm up question: Think Share

1. Think about a “significant learning experience” that you have had in the last year (in any area/topic of your life).

2. Share one characteristic of your significant learning experience with the group.

Learning on a cellular level:

We are shaped by our experiences

What is learning?formation of new synapses between neurons in your brain,

strengthening or removal of connections (neural plasticity)

What is teaching?creating conditions that promote these structural changes in

our students’ brains

Age 14-60Age 6At Birth

Comparison of fMRI data from passive listening and active-response story processing tasks

Vannest, J Magn Reson Imaging (2009)

N=20Age 11-13

Answer questions related to content

The Neurobiology of Learning and Memory:A Short Overview

INPUTincoming info first

processedCONSOLIDATIONinfo moved into

long term memory

STORAGEbuild/strengthen

networks of neurons

RETRIEVALyou access the info when you

need it

Why is understanding how people learn

important for instruction?

The Constructivist Approach to Teaching and Learning

• Information is added, restructured and integrated into existing knowledge by learners

• Active and dynamic process

not

Our Goals for this Session: Bridging the Gap between Learning Science Research and Instruction

Learning Science Research Instructional Research

“Basic Science”

Instruction and Instructional Design

“Applied Science”

The Circle of Learning

MOTIVATION

PRE-EXISTINGKNOWLEDGE

LEARNING WITH UNDERSTANDING

META-COGNITION

Deana Richter, University of New Mexico, Teaching and Education Development

The Circle of Learning

MOTIVATION

PRE-EXISTINGKNOWLEDGE

LEARNING WITH UNDERSTANDING

META-COGNITION

Understanding Misconceptions

Understanding Expertise Development

Knowledge Organization

Working Memory Capacity

Promoting reflection

Self-Monitoring

Intrinsic vs. Extrinsic Motivation

Tasks: Value and Expectancy of

Success

Learning Objectives• Draw connections between cognitive science studies on how people

learn, and strategies for teaching and learning

• Explain how students’ preexisting knowledge contributes to successful learning and barriers of learning.

• Recognize novice limitations in approaching problems

• Use strategies to foster students’ metacognitive awareness

• Relate students’ motivations to learning outcomes and behaviors

The Circle of Learning

MOTIVATION

PRE-EXISTINGKNOWLEDGE

LEARNING WITH UNDERSTANDING

META-COGNITION

• Conception contrary to scientific dogma

• resistant to change• interfere with learning.• Need to be replaced

Pre-

existi

ng K

now

ledg

eClassical definition of misconceptions

• Conception contrary to scientific dogma

• resistant to change• interfere with learning.• Need to be replaced

Pre-

existi

ng K

now

ledg

eClassical definition of misconceptions

slow refinement of existing knowledge with relatively

stable intermediate states of understanding preceding

conceptual mastery

Naïve ideas

Conceptual Change: A Complex Transition

Vosniadou & Brewer, 1992

Turn to your neighbor: Come up with 2 scientific ideas/”facts” that have changed or been significantly modified in recent years?

“Normative”

“Non-Normative”

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Brainstorm

At your table: Discuss some misconceptions /naive ideas you encounter from your own students.

1. What are some possible underlying features of this misconception?

2. Does the misconception tell you something about the students’ prior knowledge?

3. What are some STRATEGIES you can use to facilitate reorganization and conceptual change?

The Circle of Learning

MOTIVATION

PRE-EXISTINGKNOWLEDGE

LEARNING WITH UNDERSTANDING

META-COGNITION

What does it mean to be an expert?

https://www.youtube.com/watch?v=rWuJqCwfjjc

Experts and Novices

The chessboard challenge

Lear

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Real Game Random Pieces

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Experimental Result

Experimental Result

Real Game Random Pieces

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Chase & Simon 1973

Experts

• Notice Meaningful Patterns of Information

• begin problem solving at “a higher level”

• Recognition triggers access to relevant knowledge.

Lear

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Knowledge Organization

The Task: Categorize physics problems about mechanics into categories based on similarities of solution

AND explain reasoning for categorization

Lear

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Chi , Feltovich, Glaser, 1981

Novice Explanations: “These deal with blocks on an incline plane”“Incline plane problems, coefficient of friction” “Blocks on inclined planes with angles”

Expert Explanations: “Conservation of energy”“Work-theory theorem. They are all straightforward problems”“These can be done from energy considerations. Either you should know the principle of conservation of energy, or work is lost somewhere”

Group Discussion

Knowledge Organization: Core vs. Surface Features

• Novices cue in on surface features rather than deep features

• Experts “see” underlying principles that novices don’t

How could these features of knowledge organization impact our instruction?

Lear

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“Fish is Fish”Lionni, 1970

Lear

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Lear

ning

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Und

erst

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ngPlease try to remember as many term as possible in the

next 30 seconds

Dollar Bill

Dice

Tricycle

Four-leaf Clover

Hand

Six-Pack

Seven-UpOctopus

Cat Lives

Bowling Pins

Football Team

Valentine’s Day

Dozen Eggs

Unlucky FridayQuarter Hour

How many words or phrases do you remember?

Lear

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ng

Lear

ning

with

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erst

andi

ng Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

How many words or phrases do you remember?

Lear

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What was the main difference between the two attempts?

Knowing the overall principle of how information is related is relevant

The Importance of Transfer: Throwing Darts

Judd, 1908

Group 1 Practice throwing darts at 12 in

Explanation of Light Refraction

Group 2 Practice throwing darts at 12 in

Lear

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Both groups were then tested for ability to hit target 4 inches underwater. Results were:

A) Both groups performed similarly at 12 (practice condition) and 4 inchesB) Group with explanation outperformed other group at 12 (practice condition)

and 4 inchesC) Group with explanations outperformed other group at 12 inches (practice

condition) , but both groups did poorly at 4 inchesD) Both groups performed well at 12 inches (practice condition), but group with

explanations outperformed other group at 4 inches.

32

Clicker Prediction

Both groups were then tested for ability to hit target 4 inches underwater. Results were:

A) Both groups performed similarly at 12 (practice condition) and 4 inchesB) Group with explanation outperformed other group at 12 (practice condition)

and 4 inchesC) Group with explanations outperformed other group at 12 inches (practice

condition) , but both groups did poorly at 4 inchesD) Both groups performed well at 12 inches (practice condition), but group with

explanations outperformed other group at 4 inches.

33

Clicker Prediction

Not as Simple as “Practice Makes Perfect”

Understanding Method Rote Method

New Situation

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Wertheimer, 1959

• Notice features and meaningful patterns of information

• Acquired large amounts of content knowledge that is organized by core features

• Able to fluidly retrieve information with little effort

• Able to approach new situations with varying levels of flexibility

• Notice surface features

• Less content knowledge that is less organized

• Retrieve information with effort

• Often have difficulty transferring knowledge to new situations

Lear

ning

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ngExperts and Novices

Mr Anderson, May I be excused?My brain is full.

Working memory capacity is VERY limited

How much new Biology Vocabulary are do students encounter in 1 class session?

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The Circle of Learning

MOTIVATION

PRE-EXISTINGKNOWLEDGE

LEARNING WITH UNDERSTANDING

META-COGNITION

How would you define metacognition?Have used metacognitive practice in your classes?

What answer would you get from a • Cognitive Psychologist• Learning Scientist• Neuroscientist• Philosopher• Policy maker• Evolutionary Biologist

Met

acog

nitio

n

?

• Knowledge and cognition about cognitive phenomena

• Know your knowing• Being aware of own thoughts,

strategies, feelings, actions and their effect on others

• Use of intentional cognitive strategies/Have cognitive goals been met ?

• capacity to monitor and respond to uncertainty

• Consciously managing one's own motivation and attitudes toward learning

“Deliberate practice” Essential element of developing expertise

Met

acog

nitio

n

Comprehensive MonitoringConditional Knowledge

Debugging StrategiesDeclarative Knowledge

EvaluationInformation Management Strategies

PlanningProcedural Knowledge

0 10 20 30 40 50 60 70 80 90 100

First year medical students, Metacognitive Awareness Inventory Subscales

Average score (%TRUE)Rosenberg and Hartley , preliminary data

Met

acog

nitio

n

Example: Introductory Biology classminimal metacognitive training improves learning

outcomes

Hill et al, J Microbiol Biol Educ. May 2014; 15(1): 5–12.

PRE POST Online

F2F

Met

acog

nitio

n

What strategies could employ to promote metacognitive practice?

• Muddiest point (high/low)• Journals• ….

Met

acog

nitio

n

The Circle of Learning

PRE-EXISTINGKNOWLEDGE

LEARNING WITH UNDERSTANDING

META-COGNITION

MOTIVATION

How do we use motivation to create effective learning experiences?

• Relevant/useful/interesting to learner • Meaningful context-- connect to what they know and value• Sense that can master subject and how to master• Sense of personal control/choice

e.g: Create a “Hook” that draws on their emotions and intellect

complex- depends on previous experiences, …

Moti

vatio

n

Intrinsic or controlled motivation: Does it matter ?M

otiva

tion

Kusurkar et al. BMC Medical Education 2013

*

* Connected to cognitive load and attention

Expectancy vs. Value “People do not invest effort on tasks that do not lead to valued outcomes even if they know they can perform the tasks successfully, and they do not invest effort on even highly valued tasks if they are convinced that they cannot succeed no matter how hard they try”

J. Brophy, 1987.

The student has low success expectations

Does not value the activity

The student has high success expectations

Values the activity

Rejection:

Refuses to participate

Evading:

Does the minimum

Dissembling:

Protects image of competence

Engagement:

Seeks to learn

Moti

vatio

n

What behaviors are typical of students in each of these categories?

Wigfield and Eccles, 2000

The Circle of Learning

MOTIVATION

PRE-EXISTINGKNOWLEDGE

LEARNING WITH UNDERSTANDING

META-COGNITION

Teaching is like…