1. Applying How People Learn (HPL) Key Findings to Higher Education National Research Council MSP Workshop How People Learn June 28, 2004 Bonnie J. Brunkhorst California State University San Bernardino bbrunkho@csusb.edu

2. Goals for This Session A.Consider need for teaching major concepts for application and retrieval. B. Explore instructional strategies to deepen understandings  Consider refocusing and expanding current instructional practices.  Use HPL key findings as guideposts for instruction.  Use BSCS Learning Levels for instructional decisions. Nominal to Multidimensional. C. Consider increasing instructional strategies that help people learn.

3. Guiding References HPL 3 Key Findings Pp.14-16. Implications for how we teach 1.Preconceptions 2. Deep understanding, Conceptual framework, and Retrieval. 3. Metacognition

4. Guiding References (Cont.) BSCS Levels of Scientific Literacy Instructional Expectations Nominal - students expected to recognize science terms related to natural phenomena but not asked to provide scientifically valid explanations. Several misconceptions may exist. Functional- Students expected to define science terms correctly but that ability is based on the memorization of information. Understanding not checked. Structural- Students expected to construct the appropriate scientific explanations based on experiences and to discuss and explain concepts in their own terms. Multidimensional- Students expected to apply the scientific knowledge gained and skills developed to solve real problems that require the integration of information from other disciplines within and outside of science.

5. BSCS Levels of Scientific Literacy Instructional Expectations Adapted from Biological Sciences Curriculum Study, 1993, Developing biological literacy, a guide to developing secondary and post-secondary biology curricula: Colorado Springs, Colorado, Biological Sciences Curriculum Study, p.18-25.

6. Session Plan Consider the implications from “Lessons from Thin Air” video, Annenberg. Where does the stuff in the log come from? Explore Instructional strategies using HPL and BSCS Learning Levels as guiding reference elements Consider personal perspectives.

7. Consider the need for teaching major concepts for application and retrieval. 1.Engage with the log: In your group, make a list of what people might think and respond to: “Where does the stuff in the log come from?” 2. Explore three ideas from each group 3. Report out: One idea from each group. Repeat to delete

8. Watch part of “Lessons from Thin Air” video. Discussion What’s getting in the way? What’s missing?

9. Explore instructional strategies to deepen understandings. HPL 2: Deep Understanding, Conceptual Framework, and Retrieval Discussion: What might have helped?

10. Planning instruction First the instructor identifies the large concepts to be learned

11. Planning Instruction Next the instructor identifies student learning tasks that provide: Experiences first Sense making connections back (preconceptions) Connections forward (applications among sciences and math)

12. Examples from geosciences courses Learning goals for instruction BSCS Levels of Geoscience Instructional Expectations Nominal - students expected to recognize geoscience terms related to natural phenomena but not asked to provide scientifically valid explanations. Several misconceptions may exist. Functional- Students expected to define geoscience terms correctly but that ability is based on the memorization of information. Understanding not checked. Structural- Students expected to construct the appropriate geoscience explanations based on experiences and to discuss and explain concepts in their own terms. Multidimensional- Students expected to apply the geoscience knowledge gained and skills developed to solve real problems that require the integration of information from other disciplines within and outside of science.

13. Examples from geosciences courses Learning goals for instruction Geoscience Course Concepts 1. Earth is Unique 2. Everything is Connected 3. Everything is Changing 4. We Know from Evidence Geoscience Course Themes 1. Plate Tectonics 2. Human Influences on Earth Processes 3. Mitigation of Natural Disasters 4. Human Use of Natural Resources Major Course Concepts and Themes

14. Examples from geoscience courses Some Active Learning Strategies Student opening reflections are on an assigned text reading, on one side of a 3x5 card. Instructor prompt requires application of some identified content area to a course concept or theme. Open book, open discussion allowed but written with own words. 10 minutes. (Serves as attendance check also.)

15. Examples from geoscience courses Some Active Learning Strategies (Cont.) Student closing reflections are on the back of the returned opening 3x5 card. An instructor prompt requires connections be made with what was learned during class and an identified course theme or concept. Open book, open notes. (Serves as full class participation record. Students can’t leave early unnoticed.)

16. Examples from geoscience courses Some Active Learning Strategies (Cont.) Midterm and final Open book, open notes, open discussion, own words. Select among some required and some optional questions. Discussion questions require use of facts, course concepts/themes and connections across sciences/society. Scoring rubric provided to raise performance and ease scoring. Concept maps for answers encouraged. All connections labeled with rationales

17. Examples from geoscience courses Some Active Learning Strategies (Cont.) Critical thinking team assignments. Wide range of possibilities for instructor: * 4-10 members depending on class size. * Criteria provided by instructor * Presentation and written version usually required. * Scoring rubric provided (Raises performance and eases scoring).

18. Examples from geoscience courses Some Active Learning Strategies (Cont.) Connections assignments With other sciences With society With decision making (Scientific and/or social)

19. Examples from geoscience courses Some Active Learning Strategies (Cont.) Connections assignments With other sciences With society With decision making (Scientific and/or social)

20. Examples from geoscience courses Some Active Learning Strategies (Cont.) Critical thinking assignments  Cost-benefit  Cause-effect  Brief essays

21. Examples from geoscience courses Some Active Learning Strategies (Cont.) Geology Insurance Open-ended, student proposed, advanced score value identified in consultation with professor. Contracted, specific due date identified (before final exam or other graded assignment). Instructor prepared forms recommended.

22. Checking Guiding References HPL 3 key findings Implications for how we teach 1.Preconceptions 2. Deep understanding, Conceptual framework, and Retrieval. 3. Metacognition

23. Checking Guiding References BSCS Levels of Scientific Literacy Instructional Expectations Nominal - students expected to recognize science terms related to natural phenomena but not asked to provide scientifically valid explanations. Several misconceptions may exist. Functional- Students expected to define science terms correctly but that ability is based on the memorization of information. Understanding not checked. Structural- Students expected to construct the appropriate scientific explanations based on experiences and to discuss and explain concepts in their own terms. Multidimensional- Students expected to apply the scientific knowledge gained and skills developed to solve real problems that require the integration of information from other disciplines within and outside of science.

24. Personal Perspectives HPL 3: Metacognition Think about personal perspectives related to expanding instructional strategies and student learning. Discussion: Identify one instructional strategy to use in one of your science courses. Use “Inspiration” chart for noting personal ideas.

25. Revisiting the Goals for This Session Consider the need for teaching major concepts for application and retrieval. Explore instructional strategies to deepen understandings. Think about personal perspectives related to expanding instructional strategies and student learning.