2. Getting to Deep Learning Dr. Anne Marchant, Director Center for Teaching and Learning

3. Getting to Know You Please introduce yourself. Thinking back to when you were a student, give an example of either a really good learning experience or a really bad one.

4. Today’s Learning Objectives Understanding how learning works: scaffolding and experience Understanding the importance of metacognition Putting students in charge of their own learning

5. What is Deeper Learning? Have a look at: http://www.hewlett.org/ programs/education/d eeper-learning/what- deeper-learning

6. Kolb described learning…. D. Kolb, Experiential Learning: Experience as the source of learning and development (1984). 1)We have a concrete experience, 2)We make reflective observations and make connections, 3)We generate an abstract hypothesis, 4)We then do testing of the new hypothesis. The result is what is learned. So you can see the importance of experiential learning (learning by doing), scaffolding (creating a framework upon which knowledge is built), reflection and abstraction in the learning process.

7. Lessons from Neuroscience 1)We are wired to learn based on pre-existing knowledge and experience. So learning is most effective when you have a base to start from (scaffolding). 2)Teaching is most effective when it targets different areas of the brain (sensory, reflective, experience, etc.) since this is the way evolution has taught us to learn. 3) Emotion (desire and fear in particular) is important, also for evolutionary reasons. Slight stress and pleasure enhance learning; fear inhibits it. (Researchers are examining the roles of hormones: oxytocin/vasopressin.)

8. Lessons from Neuroscience Important concepts: repetition, correct fundamentals, working in an authentic environment. Any animal trainers out there with a story to share?

9. Piaget described stages of cognitive development Sensor-motor stage: birth to acquisition of language Pre-operational stage: age 2- 7. manipulation of objects, asking questions Operational stage: 8-teens, application of logic Concrete operational stage: teens-adult, problem solving social thinking

10. Alan Kay (based on Piaget/Papiert) Ask a child how to make a circle…. A young child will move, going and turning. An older child will draw equidistant dots around a single point. A young adult, battle scarred by high school geometry, usually can’t do it. Q. How do we free our minds to use knowledge instead of being trapped by it?

11. Mirror Neurons  “TED Talk:” VS Ramachandran: The neurons that shaped civilization, (10 mins) http://www.youtube.com/watch?v=t0pwK zTRG5Ehttp://www.youtube.com/watch?v=t0pwK zTRG5E

12. Ways to Improve Learning 1)Make learning experiential 2)Improve metacognition 3)Make learning social

13. 1) Experiential Learning Which is the most effective way to learn how to make a cake? Hearing someone talk about making a cake. Watch someone else make a cake. Make the cake yourself.

14. 2) Metacognition This means being self-aware of your own learning. How do you know when you are “getting it”? Dr. Stephen Chew, Samford University (video: 7 mins)

15. 3) Make Learning Social Learning Communities Study Groups Tools for collaborating – Google Tools Example: Make your own study guide using Google Docs WebConferencing Tools (Zoom, Google Video Call, Skype)

16. Using Images Try this mind mapping tool: http://text2mindmap.com

17. Tip: Use Acronyms What are the 5 US great lakes?

18. Using Acronyms Remember this acronym: HOMES

19. Using Acronyms Now, what are the 5 great lakes?

20. Story Telling Creating a story out of material you have to learn will help you to remember it. Try this exercise: Read the Wikipedia Article on the MERS virus, making a story out of it that you will remember.

21. Help Students Learn to Avoid Distraction Yes, Virginia, students can go an entire hour class without texting, chatting, or checking email! ;-) Selective attention video. (Fun! You’ll enjoy this one!): http://www.youtube.com/watch?v=vJG698U2Mvo (1.22)

22. Help students cope with anxiety. …and keep things in perspective.

23. All Work and No Play … Take the time for breaks, exercise, social events, and guest speakers/special events.

24. Helping students read: Use a reading guide What is the author’s thesis? How does this reading contribute to the topic? What are the strengths and/or flaws? What are the sources for this reading? Power Skimming Read the abstract, first and last paragraphs. Read the first and last sentence in each paragraph. Take the time to study charts or diagrams. How to take notes!

25. Putting students in charge of their own learning (self-regulated learning)  We know that exam preparation actually changes the brain: http://newscenter.berkeley.edu/2012/08/22 /intense-prep-for-law-school-admissions- test-alters-brain-structure/  Have students make their own study guide.  Have students write their own practice exam and write out hypothetical answers to questions.  Doing a little every day is more effective than cramming.

26. Let’s reflect on George Kuh’s High Impact PracticesGeorge Kuh’s High Impact Practices  Collaborative assignments and projects  Service learning  Student research Why are these “high impact?”

27. I want more!  Susan Ambrose, How Learning Works. Wiley, 2010.  George Kuh, ”High Impact Educational Practices.” AAC&U, 2008.  How People Learn: Mind, Brain, Experience, and School. National Research Council. 2004. (available online).  James Zull, From Brain to Mind. Stylus, 2011.

28. Wrap-up and Assessment Questions? Comments? Suggestions?