1. How People Learn MWSI 2015 With thanks to previous presentations by Jenny Knight, Robin Wright, Molly Bolger and others…. Katie Southard University of Arizona Molecular and Cellular Biology Martina Rosenberg University of New Mexico Biochemistry & Molecular Biology

2. 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.

3. Learning on a cellular level: We are shaped by our experiences

4. 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 14-60 Age 6 At Birth

5. Comparison of fMRI data from passive listening and active-response story processing tasks Vannest, J Magn Reson Imaging (2009) N=20 Age 11-13 Answer questions related to content

6. The Neurobiology of Learning and Memory: A Short Overview INPUT incoming info first processed CONSOLIDATION info moved into long term memory STORAGE build/strengthen networks of neurons RETRIEVAL you access the info when you need it

7. Why is understanding how people learn important for instruction?

8. The Constructivist Approach to Teaching and Learning Information is added, restructured and integrated into existing knowledge by learners Active and dynamic process not

9. 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”

10. The Circle of Learning MOTIVATION PRE-EXISTING KNOWLEDGE LEARNING WITH UNDERSTANDING META- COGNITION Deana Richter, University of New Mexico, Teaching and Education Development

11. The Circle of Learning MOTIVATION PRE-EXISTING KNOWLEDGE 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

12. 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

13. The Circle of Learning MOTIVATION PRE-EXISTING KNOWLEDGE LEARNING WITH UNDERSTANDING META- COGNITION

14. Conception contrary to scientific dogma resistant to change interfere with learning. Need to be replaced Pre-existing Knowledge Classical definition of misconceptions

15. Conception contrary to scientific dogma resistant to change interfere with learning. Need to be replaced Pre-existing Knowledge Classical definition of misconceptions slow refinement of existing knowledge with relatively stable intermediate states of understanding preceding conceptual mastery Naïve ideas

16. 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? “ Norma tive ” “ Non - Normativ e ” Pre-existing Knowledge

17. 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?

18. The Circle of Learning MOTIVATION PRE-EXISTING KNOWLEDGE LEARNING WITH UNDERSTANDING META- COGNITION

19. What does it mean to be an expert? https://www.youtube.com/watch?v=rWuJqCwfjjc Experts and Novices The chessboard challenge Learning with Understanding

20. Real Game Random Pieces Learning with Understanding Experimental Result

21. Real Game Random Pieces Learning with Understanding Chase & Simon 1973

22. Experts Notice Meaningful Patterns of Information begin problem solving at “a higher level” Recognition triggers access to relevant knowledge. Learning with Understanding

23. Knowledge Organization The Task: Categorize physics problems about mechanics into categories based on similarities of solution AND explain reasoning for categorization Learning with Understanding Chi, Feltovich, Glaser, 1981

24. 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

25. 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? Learning with Understanding

26. “Fish is Fish” Lionni, 1970 Learning with Understanding

27. Please try to remember as many term as possible in the next 30 seconds Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Valentine’s Day Dozen Eggs Unlucky Friday Quarter Hour

28. How many words or phrases do you remember? Learning with Understanding

29. Dollar Bill Dice Tricycle Four-leaf Clover Hand Six-Pack Seven-Up Octopus Cat Lives Bowling Pins Football Team Dozen Eggs Unlucky Friday Valentine’s Day Quarter Hour

30. How many words or phrases do you remember? Learning with Understanding What was the main difference between the two attempts? Knowing the overall principle of how information is related is relevant

31. 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 Learning with Understanding

32. 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 inches B)Group with explanation outperformed other group at 12 (practice condition) and 4 inches C)Group with explanations outperformed other group at 12 inches (practice condition), but both groups did poorly at 4 inches D)Both groups performed well at 12 inches (practice condition), but group with explanations outperformed other group at 4 inches. 32 Clicker Prediction

33. 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 inches B)Group with explanation outperformed other group at 12 (practice condition) and 4 inches C)Group with explanations outperformed other group at 12 inches (practice condition), but both groups did poorly at 4 inches D)Both groups performed well at 12 inches (practice condition), but group with explanations outperformed other group at 4 inches. 33 Clicker Prediction

34. Not as Simple as “Practice Makes Perfect” Understanding Method Rote Method New Situation Learning with Understanding Wertheimer, 1959

35. 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 Learning with Understanding Experts and Novices

36. 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? Learning with Understanding

37. The Circle of Learning MOTIVATION PRE-EXISTING KNOWLEDGE LEARNING WITH UNDERSTANDING META- COGNITION

38. 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 Metacognition ?

39. 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 Metacognition

40. Rosenberg and Hartley, preliminary data Metacognition

41. Example: Introductory Biology class minimal metacognitive training improves learning outcomes Hill et al, J Microbiol Biol Educ. May 2014; 15(1): 5–12. PRE POST Online F2F Metacognition

42. What strategies could employ to promote metacognitive practice? Muddiest point (high/low) Journals …. Metacognition

43. The Circle of Learning PRE-EXISTING KNOWLEDGE LEARNING WITH UNDERSTANDING META- COGNITION MOTIVATION

44. 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, … Motivation

45. Intrinsic or controlled motivation: Does it matter ? Motivation Kusurkar et al. BMC Medical Education 2013 * * Connected to cognitive load and attention

46. 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 Motivation What behaviors are typical of students in each of these categories? Wigfield and Eccles, 2000

47. The Circle of Learning MOTIVATION PRE-EXISTING KNOWLEDGE LEARNING WITH UNDERSTANDING META- COGNITION

48. Teaching is like…