structuring successful learning fall 2009

Structuring Successful Structuring Successful LearningLearningFall 2009Fall 2009

Modulating Modulating Psychometric Psychometric Performance Variance Performance Variance Through Task Item Through Task Item CharacteristicsCharacteristics

Presenter

Michael Hardt

WhatWhat??

Point of Reference

Defining Prose Task Characteristics for Use in Computer-Adaptive Testing and Instruction.

Mosenthal,(1998)

American Educational Research Journal, 35, 269-307.

Point of Reference

ThankThankYou!You!

Point of Reference

HowHow

Define GoalDefine Goal

Define GroupDefine Group

Overview Learning Overview Learning StructureStructure

Overview Question Overview Question StructureStructure

Point of Reference

GoalGoal

The goal of this presentation The goal of this presentation is to provide you with a is to provide you with a structural overview of structural overview of learning to which a universal learning to which a universal metric for successful metric for successful learning can be applied.learning can be applied.

Point of Reference

HowHow





Point of Reference

?What did youWhat did youlearn yesterday?learn yesterday?

Point of Reference


Level of learning expectation for today:

hopefully better than watching paint dry

will achieve a new plane of consciousness

1 2 3 4 5 6 7 8 9 10

Point of Reference

Level of experience teaching in the area of Essential Skills:

on my way towards being a novice

a guru in need of a mountain top

1 2 3 4 5 6 7 8 9 10


Point of Reference

Disposition as a learner today:

you had better be really, really good

just call me “the super sponge”

1 2 3 4 5 6 7 8 9 10


Point of Reference

?What do youWhat do youwant to want to learnlearntoday?today?

Point of Reference

HowHow





LearningLearningStructureStructure

www.ted.com/talks/ (search Henry Markram)

http://www.ted.com/talks/

Parts

PFunctions

FConnectio

ns

C

Elements of StructureElements of Structure

Learning Structure

Point of Reference

Learning Structure

How does the How does the brain actually brain actually learn all the learn all the “stuff” we “stuff” we feed into it?feed into it? ?

Learning Structure

PP F F CC

Science of StructureScience of Structure

Learning VisionLearning Vision

Brain Structure

Left to RightLeft to Right

BBaacckk ttoo FFrroonntt

brain fromthe top

Brain Structure

InformationInformation(processing-based)(processing-based)

Knowledge(thinking-based)(thinking-based)

BBaacckk ttoo FFrroonntt

Brain Structure

DecodingPET Scan

brain fromthe side

What is this brain doing?

HearingPET Scan

Brain Structure


SpeakingPET Scan

Brain Structure


MathPET Scan

Brain Structure


Dr. Michael O’Boyle imagesfrom Texas Tech. University School of Medicine, Department of Neurology

ThinkingPET Scan

Brain Structure


Brain Structure

http://www.nil.wustl.edu/labs/raichle/

Structure of LearningStructure of LearningSensory Input

Sensory Registry1-4 Seconds

Short-Term Memory6-12 Seconds

Long-Term Memory

Retrieval

OutputWorking Memory

7+/-2 Chunks

Learning Structure

Limited Capacity ProcessingLimited Capacity ProcessingSensory Input

Sensory Registry1-4 Seconds

Short-Term Memory6-12 Seconds

Long-Term Memory

Retrieval

OutputWorking Memory

7+/-2 Chunks

Working Memory

Learning Structure

Pixelate ConceptPixelate ConceptLimited Capacity ProcessingLimited Capacity ProcessingWorking Memory

Cognitive CarpetCognitive Carpet““everyone gets 100 square meters”everyone gets 100 square meters”

Learning Structure

Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory Cognitive CarpetCognitive Carpet

Task Demands 24 Cognitive Units

Learning Structure

Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory


Cognitive CarpetCognitive Carpet

Learning Structure

Learning StructureLearning Structure

Learning Structure

Limited Capacity ProcessingLimited Capacity Processing


Working Memory Cognitive CarpetCognitive Carpet

Learning Structure

Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory Cognitive CarpetCognitive Carpet

Brain Structure

Dr. Marcus Raichle imagesfrom Washington University School of Medicine Neuroimaging Lab


FUNCTIONFUNCTION

FO

RM

FO

RM

Cognitive CarpetCognitive Carpet““everyone gets 100 square meters”everyone gets 100 square meters”

Learning Structure

Ty

pe

of

Req

ue

ste

d In

form

atio

n

Type of Processing

Type of Match


Learning Structure

CONNECTION

CONNECTION

FO

RM

FO

RM

FUNCTIONFUNCTION

CONNECTIONS

CONNECTIONSF

OR

MF

OR

M

FUNCTIONSFUNCTIONS

PA

RT

SP

AR

TS

Point of Reference

HowHow





QuestionQuestionStructureStructure

www.edugains.ca/newsite/literacy/literacyvideoclips.htm

Parts

PFunctions

FConnectio

ns

C

Elements of StructureElements of Structure

Learning Structure

Question WordsQuestion Words

WHOWHO

WHATWHATWHEWHE

NNWHEREWHERE

WHYWHYHOWHOW

WHICHWHICH HOW MUCHHOW MUCH

Question Structure

Question Question WordWord RequestedRequested P-ValueP-Value

WhoWho CharacterCharacter .97.97

WhereWhere Place/LocationPlace/Location .92.92

How MuchHow Much AmountAmount .86.86

WhenWhen TimeTime .81.81

HowHow MannerManner .74.74

WhichWhich CriteriaCriteria .63.63

WhyWhy ReasonReason .51.51

WhatWhat ?? ??????

Question Structure

Point of Reference

How do you How do you currently currently scaffold scaffold questions?questions? ?

Typ

es o

f R

eq

ueste

d I

nfo

rmati

on Types of Processing

Types of M

atch

Point of Reference

Difficulty PredictionDifficulty PredictionCurrent Study:

Educators (n=621) are asked to predict the five most difficult test items completed by their learners on a standard measure and explain why based on experience.

Accuracy of educators predicting difficulty of questions?Mean:18% StdDev:14% (as of 09/09)

Point of Reference

Data ViewData ViewQ#5

A 35%

B 12%

C 39%

D 14%

TORI 3

TOM 3

TOP 1

POD 3

LRI 10

EducatorPredicatio

n2%

Point of Reference

Difficulty PredictionDifficulty PredictionCurrent Study:

Educators (n=578) are asked to predict the five most difficult test items completed by their learners on a standard measure and explain why based on taxonomy.

Accuracy of educators predicting difficulty of questions?Mean:82% StdDev:8% (as of 09/09)

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch

Point of Reference

Defining Prose Task Characteristics for Use in Computer-Adaptive Testing and Instruction.

Mosenthal,(1998)

American Educational Research Journal, 35, 269-307.

Constructs of Task DifficultyConstructs of Task Difficulty

Type of Requested Type of Requested InformationInformation

Type of Processing*Type of Processing*

Type of MatchType of Match

Plausibility of DistractorPlausibility of Distractor

Question Structure

Dials of Task DifficultyDials of Task Difficulty

Question Structure

*

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch

Task ConstructsTask Constructs

Connections

Types of Requested Types of Requested InformationInformation

Difficult

Goal Set-Up,Main Idea, Theme/Lesson

Pattern/Predict,Process/Procedure

Equivalent,Indeterminate

Cause/Effect,Assertion/EvidenceReason/Outcome

(problem set-up, solution set-up)Similarity/Difference

Moderate

Condition(goal, problem, solution),

Criteria, Parts/Whole

Manner,Sequence,

Purpose/Function

Easy

Location, ActionAttribute, Amount,

Time, Type

Person, Animal,Thing, Place,

(group)

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch

Task ConstructTask Construct

Connections

Types of MatchTypes of Match

Difficult GenerateGenerate

Moderate IntegrateIntegrate

Easy

CycleCycle

LocateLocate

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch


Connections

Types of ProcessingTypes of Processing

Difficult

Persuade

Justify

Explain

Moderate

Compare/Contrast

Summarize

Narrate

Easy

Define/Describe

Sort

Identify

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch

Question Structure

Question StructureQuestion StructureT

ype

of

Req

ues

ted

In

form

atio

n

Type of ProcessingType of M

atch

Question Structure


ype

of

Req

ues

ted

In

form

atio

n

Type of Processing

Type of Match

Sort the objects on the table by purpose.

Purpose

Sort

Cycle

TORI:

TOP:

TOM:

Question Structure


ype

of

Req

ues

ted

In

form

atio

n

Type of Processing

Type of Match

Provide evidence to justify the existence of reality.

Evidence

Justify

Generate

TORI:

TOP:

TOM:

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch

Bloom’s Taxonomy

OldOldSchooSchooll

Bloom’s Taxonomy

NewNewSchooSchooll

Typ

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eq

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d I

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rmati


Analysis? Types of M

atch

PartsParts

FunctionsFunctions

ConnectionsConnections

Question Structure

??

Question Structure

?? RequestedRequested

GivenGiven

Question Question PartsParts

Question Structure

Question:Question:Explain how this conference has Explain how this conference has stretched your cognitive carpet?stretched your cognitive carpet?

Given:Given:There is a way this conference has There is a way this conference has stretched your cognitive carpet.stretched your cognitive carpet.

Requested:Requested:What is that way?What is that way?

Question Structure

?? RequestedRequestedto “request” specific to “request” specific information for task information for task completioncompletion

Question Question FunctionsFunctions

GivenGivento “give” specific to “give” specific information for task information for task comprehensioncomprehension

Question Structure

?? RequestedRequestedconnects taskconnects task

and learnerand learner

to information sourceto information source

Question Question ConnectionsConnections

GivenGivenconnects taskconnects task

and learnerand learner

to learning contextto learning context

person1. Who will be the next Prime Minister of Canada?

time2. When was the Periodic Table of Elements published?

amount (units)3. What is the sum of the interior angles for a 20 sided polygon?

theme4. What is the theme of the book “Zen and the Art of Motorcycle Maintenance?”

reason5. Why are there negative numbers?

way6. How is water created?

Question Structure

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch

Point of Reference

GoalGoal

The goal of this presentation The goal of this presentation is to provide you with a is to provide you with a structural overview of structural overview of learning to which a universal learning to which a universal metric for successful metric for successful learning can be applied.learning can be applied.

Thank You!Thank You!

Wiki:Wiki:http://esOttawa09.pbworks.comhttp://esOttawa09.pbworks.com

E-Mail:E-Mail:[email protected]@twcny.rr.com

Point of Reference

Type ofType ofMatchMatch

Typ

es o

f R

eq

ueste

d I

nfo

rmati


Types of M

atch


Connections




Easy

CycleCycle

LocateLocate

locate locate locate locate locate locate locate locate

Locate

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Locate

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Locate

Locate


LocateLocateLocate

Cycle

Integrate

Generate

Question Structure

LocateLocateWhat color was the cowboy’s boots?What color was the cowboy’s boots?

Given:Given:

There is a color of the cowboy’s boots.There is a color of the cowboy’s boots.

Requested:Requested:

What is that color?What is that color?

Answer:Answer:

YellowYellow

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah the cowboy’s boots were yellow.

Blah blah blah blah blah blah blah blah blah blah blah.


Blah blah blah blah blah blah blah blah blah.

Question Structure

CycleCycle CycleCycle CycleCycle CycleCycle



CycleCycle CycleCycle CycleCycleLocate

Locate

locate locate

CycleCycle


Locate

Locate

Locate

Locate

Locate

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Locate

Locate

Locate


Locate

Cycle

Integrate

Generate

Question Structure

CycleCycleWhat are the cowboy’s three pets ?What are the cowboy’s three pets ?

Given:Given:

There are three pets the cowboy has.There are three pets the cowboy has.


What are those three pets?What are those three pets?

Answer:Answer:

ant, slug, ponyant, slug, pony

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah cowboy’s pet ant and slug.


Blah blah favorite pet was a pony blah blah blah blah blah blah blah blah.


Question Structure

IntegrateIntegrate IntegrateIntegrate

IntegrateIntegrateCycleCycle CycleCycle

CycleCycleLocate

Locate

locate locate

IntegrateIntegrate




CycleCycle CycleCycle CycleCycleLocate

Locate

locate locate

Locate

Cycle

Integrate

Generate

Question Structure

IntegrateIntegrateWhat word best describes Simon?What word best describes Simon?

Given:Given:

There is a word that best describes There is a word that best describes Simon.Simon.


What is the word?What is the word?

Answer:Answer:

(MEAN, NASTY, CRUEL)(MEAN, NASTY, CRUEL)

Blah blah blah blah blah blah blah blah blah blah blah pulled sister’s hair blah blah blah.

Blah blah kicked cat blah blah blah blah blah.

Blah took baby rattle blah blah blah blah blah blah blah blah.


Question Structure

+

+

= mean

GenerateGenerate

GenerateGenerate

IntegrateIntegrate IntegrateIntegrate

IntegrateIntegrateCycleCycle CycleCycle

CycleCycleLocate

Locate

locate locate

Locate

Cycle

Integrate

Generate

Question Structure

GenerateGenerateIs “The Oldest Profession” the correct Is “The Oldest Profession” the correct title for this document?title for this document?

Given:Given:

There is a title “The Oldest Profession”There is a title “The Oldest Profession”


Is it the correct title?Is it the correct title?

Answer:Answer:

??????

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah.

Blah blah teachers blah blah blah blah blah blah.

Blah education blah blah blah blah blah blah blah blah.


Question Structure

+

+

What is the goal What is the goal of formal of formal education?education?

Match Task ExampleMatch Task Example

Question Structure


Connections




Easy

CycleCycle

LocateLocate

A12345

SHOW STUFF

A


Connections




Easy

CycleCycle

LocateLocate

C12358

B02468

A12345

SHOW STUFF

A

B

C


Connections




Easy

CycleCycle

LocateLocate

C12358

B02468

A12345

D1 2 4 5 8

SHOW STUFF

x1 3 5 7 9


Connections




Easy

CycleCycle

LocateLocate

C12358

B02468

A12345

SHOW STUFF

79

structuring successful learning fall 2009

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