1. Structuring Learning

2. Agenda Structuring learning. Structuring lab sessions. Engagement. Critical Thinking. Ideas for structuring learning. Activity.

3. Structuring Learning Plan for: Getting the session off to a flying start. Make learning active and engaging. Include different learning styles.

4. Structuring Learning Plan for: Scaffolding the learning so all can do.  Provide a lot of support at the beginning, tapering off until the student is independent.. Allowing the student to process new information. Allowing the student to identify and apply patterns and rules.

5. Structuring Learning Plan for: Using practice to crystallize and embed learning. Providing opportunities for reflection. Transferring learning:  Recognize connections between information.

6. Structuring Learning Plan for: Logical sequencing of learning:  What parts are precursors for others?  Move from simpler to more complex concepts.  Group related topics together.

7. Structuring the Lab Session: The Format 1. Beginning: 1. Clearly state objectives. 2. Middle: 1. Learning Activities. 3. End: 1. Summarize learning. Debrief students. 2. Explain what will happen next.

8. Structuring the Lab Session Role of the tutor.  Move the student to increasingly independent learning. Cooperative group learning using critical thinking.

9. Structuring the Lab Session Assessment:  Evaluation, self-evaluation, and feedback Debriefing the students at the end of the group learning experience. Time for reflection.

10. Structuring the Lab Session Plan for positive feedback.  Correction should be: Positive Instructive Reinforcing Plan for an intense learning activity. Plan for the student’s personal involvement.

11. Engagement Students are more likely to be engaged if the lab session has:  Clear purpose  Relevance  Information/learning is “chunked”.

12. Engagement  “Chunking”: Short term memory is enhanced when a person can “chunk” information into a familiar pattern. Chess masters do not consider all the possibilities but able to “chunk” chess pieces in a configuration of a strategy. To “chunk” a person needs to have a highly organized knowledge from experience.

13. Engagement  Vary learning methods.  Provide opportunities to determine/shape the work.  Ensure the student can recognize their progress.

14. Critical Thinking How is the lab structured to foster Critical Thinking?

15. Ideas for Structuring Learning Communities:  Integrates academic and social learning Improves learning Promotes achievement Fosters engagement Increases persistence Enhances student development

16. What are Learning Communities? Students in cohorts and take courses together. Linking courses with an organizing theme. Residence halls: Living Learning Communities. Collaborative learning experiences.  Collaborative groups: Share knowledge. Share Learning. Share responsibility.

17. How Novices and Experts Learn Novices Novices cannot chunk  No recognition of patterns of information Experts Chunk information  Recognize patterns of information  Relate information **Help students learn meaningful patterns of information.

18. How Novices and Experts Learn Novices Organize information around surface attributes. Experts Organize knowledge around concepts. **Help students develop an understanding of the subject matter.

19. How Novices and Experts Learn Novices Recall of information cause a sequential search of memory Experts Recall of information activates recall of related information  Relates information in memory **Focus on the relationships between information.

20. How Novices and Experts Learn Novices Less deep understanding  Recalls facts  Does not consider alternate explanations Experts Have deeper understanding:  More elaborate understanding  Understands alternate explanations **Go in depth.

21. How Novices and Experts Learn Novices Difficult to retrieve knowledge Experts Good at retrieving knowledge  Knowledge is “conditionalized” Knows when the information is useful. **Help students learn when, where and why to use information. **Assign word problems that required the use of appropriate concepts.

22. Transfer of Learning 1. Initial learning-master the subject 1. Sufficient time on task. 2. Students monitor and evaluate their learning. 3. Teach in a variety of contexts. 1. Use contrasting case examples.

23. Transfer of Learning 1. Teach abstract representations. 1. Explain the principle used in solving the problem. 2. Make thinking visible. 1. Graphic organizers 2. Verbalize how you solved a problem. 3. Ask “What if…” questions.

24. Activity Apply structure to your lab.