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Applying what we know about how people learn: models of Scientific Teaching Jill Beyette, UC Dept. of Biology Kathy Koenig, UC Dept of Physics, and College.

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Presentation on theme: "Applying what we know about how people learn: models of Scientific Teaching Jill Beyette, UC Dept. of Biology Kathy Koenig, UC Dept of Physics, and College."— Presentation transcript:

1 Applying what we know about how people learn: models of Scientific Teaching Jill Beyette, UC Dept. of Biology Kathy Koenig, UC Dept of Physics, and College of Education Robin Wright, University of Minnesota

2 Road Map of Presentation Define learning—behavioral and biological perspectives Explain steps of learning Discuss conditions that promote or inhibit learning Review implications of how people learn

3 What’s wrong with my students? What is learning?

4 How many times have you been exposed to a penny? Common Cents: Penny Memory Game | Exploratorium Screen clipping taken: 6/9/2014 9:58 AM

5 Which are counterfeits? Common Cents: Penny Memory Game | Exploratorium Screen clipping taken: 6/9/2014 9:58 AM

6 The Correct Answer…

7 Familiarity creates a false sense of knowledge.

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10 It’s all about what our students do.

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12 What is learning?

13 What do you already know about how people learn? 1 minute

14 What is learning? Information, ideas, & skills that a person can  Use after a significant period of disuse  Apply to a new problem earch.html Psychology Biology

15 Retrieval Goals: Long-lasting Wide variety of situations.

16 Learning actually results in changes in brain structure and function!  our-brains.html

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18 Retrieval

19 Each brain is unique. Capacity for learning is ~ infinite. After Terry Doyle,

20 How people learn is woven into effective teaching strategies!

21 What are the implications of how people learn on my students and my teaching? Determine the Learning Goals Write the Learning Outcomes Write the Assessments Plan the Activities Align

22 What I pay attention to is what I learn. After Terry Doyle,

23 Activation of multiple senses enhances learning. After Terry Doyle,

24 The brain is social and emotional. After Terry Doyle, In your heads, add 17 and 55 together.

25 I added the numbers by: A.carrying the 1 to the 10’s column. B.Adding 10 to 55 to get 65, then adding 7 to get 72. C.Adding 20 to 55, then subtracting 3. D.A different way.

26 The person who does the work does the learning. After Terry Doyle,

27 Making memories requires repetition, elaboration, sleep. After Terry Doyle,

28 Metacognition enhances learning. After Terry Doyle,

29 Give more opportunities for … Generation Retrieval Elaboration Testing Metacognition

30 Questions? Jill Beyette Kathy Koenig


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