1. How People Learn Mary Pat Wenderoth University of Washington

2. J. Bransford, National Research Council 1999 1. Address students’ alternative conceptions Three major findings: 2. Build BOTH a deep foundation of factual knowledge AND strong conceptual framework. 3. Enhance students’ ability to monitor learning (metacognition)

3. 1. Address students’ alternative conceptions. What causes the seasons? summer spring winter autumn Summer in North America Winter in South America! http://www.learner.org/resources/series28.html

4. 2. Build BOTH factual knowledge AND conceptual framework. Pages published in PNAS 1950-2012

5. How People Learn, Chase & Simon 1973 The value of conceptual frameworks The chessboard challenge

6. Correctly place the 25 chess pieces

7. Chess masters – Class A players – Beginners

8. Board #2

9. 2. Build BOTH Factual knowledge Conceptual framework

10. What are the key conceptual frameworks in your field?

11. 3. Enhance students’ metacognition. KNOWLEDGE about cognition What to study How to study When and why to study How to help your students learn to monitor their understanding? REGULATION of cognition Plan studying Monitor studying Evaluate effectiveness of study strategies Schraw 1998 Instructional Science 26:113

12. -Due every Friday at 10 am -Respond to question posted on web

13. Results: 85% noted a positive influence on learning Got them to stop for a moment in their busy worlds. Final Question: How has reflecting on your learning each week influenced your learning in Biol 350?

14. “Some weeks no matter how much I thought I was paying attention in class it would be Thursday night and I’d be thinking ‘Huh? What did I learn this week? Oh yeah….’ which got me to examine what was going on in class and the learning process before the weekend completely wiped everything away.” Student comment:

16. National Research Council 1999 1. Address alternative conceptions 2. Build conceptual framework 3. Monitor learning------metacognition How to implement in classroom? Three major findings:

17. Audio-visual Demonstration Discussion Lecture Practice Reading Teaching Science of Learning NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314 http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

18. Audio-visual Demonstration Discussion Lecture Practice Reading Teaching Science of Learning NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314 http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

19. Audio-visual Demonstration Discussion Lecture Practice Reading Teaching lecture reading teaching practice discussion demonstration audio-visual Science of Learning The National Training Laboratories of Alexandria VA The New Science of Teaching and Learning by Tracey Tokuhama-Espinosa 2010 Students talking Faculty talking

20. How to implement in your classroom? Use of Clickers and Peer Instruction

21. Smith, M. et al. Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science, 2009 January, 2. Vol. 323 Does active engagement of students during discussion with peers, some of whom know the correct answer, lead to increased conceptual understanding? OR Do students not in fact learn from the discussion, but simply choose the answer most strongly supported by neighbors they perceive to be knowledgeable?

22. Students answer a clicker question individually (Q1). Students talk to neighbors and answer Q1 again (Q1 AD for Q1 “After Discussion”). Students answer a different question individually (Q2). Q2 is asking about the same concept as Q1 (isomorphic). Testing the value of peer discussion: Smith et al., Science. 2009, 323(5910):122. Q2 Individual Q1 AD After Discussion Q1 Individual 10 20 30 40 50 60 70 80 90 100 0 avg % correct n= 350 students (Genetics) 16 sets of questions

23. Easy (5 questions) Medium (7 questions) Difficult (4 questions) Percent correct 10 20 30 40 50 60 70 80 90 100 0 Even when questions are initially difficult, students can answer correctly after discussion Q1 Q1 after discussion Q2 Very few students knew correct answer to Q1, but after discussion, many more answer correctly: students are constructing their own knowledge Smith et al., Science. 2009, 323(5910):122.

24. Smith, MK et al. (2011) Combining peer discussion with instructor explanation increases student learning from in-class concept questions. CBE-Life Sci. Educ. 10: 54-63. Peer discussion followed by instructor explanation is more effective than either alone

25. This study provides support for peer discussion, but more importantly it provides guidance for how faculty should deliver clicker questions! Smith et al., Science. 2009, 323(5910):122.

26. “Ask, Don’t Tell” Guiding Principles The person doing the talking is doing the learning

27. Knight, J. and B. Couch presentation at SABER 2013 Senior level- Developmental Biology course Small group (4-5 students) work in class of 50 Two sections of same class Use of clicker questions Record, transcribe, analyze conversations for reasoning % of transcripts 0 - no reasoning noted 1 student gave explanation 2 or more students exchanged ideas 3-two or more students exchanged ideas and gave warrants

28. Answer-Centered class Reasoning-Centered Class prompt “Discuss your answers with your table and re-vote. Then I’ll explain the correct answer.” “Discuss your answer with your table and focus on the reasons for your answer. Then I will ask you to share your reasons.” Quality of reasoning Knight, J. and B. Couch presentation at SABER 2013 Senior level- Developmental Biology course significantly higher quality of reasoning

29. Avoid “ Clicker Abuse ” 1. Pose a challenging higher order question (< 60% correct) 2. First, let students answer alone 3. Do not show results 4. Encourage peer discussion 5. Revote 6. Instructor led debrief - asking for LOGIC behind answer Smith et al. Science 2009 Smith et al. CBE- Life Science Education 2011 Mazur Peer- Instruction What you say to students is key.

30. Increased Course Structure Improves Performance in Introductory Biology Freeman, Hake, & Wenderoth (2011) CBE—LSE 10, 175–186 Bloom ALL exam questions from Fall 2002 - 2009 Bloom level increased from 2.7 to 3.1 Fall 2002 --lecturing --Socratic method LOW Spring 2005 --lecturing --clicker Q --reading Q MEDIUM Fall 2009 --No lecturing (at all) --6+ clicker Q -- weekly practice exam -- daily reading Q --15 random calls HIGH

31. Spr ‘02 Spr ‘03 Spr ‘05 Fall ‘05 Fall ‘07 Fall ‘09 < 1.518.2%15.8%10.9%11.7%7.4%6.3% Increased Course Structure Improves Performance in Introductory Biology Faculty talking Student learning Freeman, Hake, & Wenderoth (2011 ) CBE—LSE 10, 175–186

32. … Tiger Blocked OR Interleaved How to teach and study? Birnbaum, Kornell, Bjork, & Bjork (2009 ) 16 different types of butterflies CopperStreakNymphMark

33. Please identify the image. Which of the following is it? Admiral American Baltimore Cooper Eastern Tiger Hairstreak Harvester Mark Painted Lady Pine Elfin Pipevine Spright Tipper Tree Satyr Viceroy Wood Nymph. Birnbaum, Kornell, Bjork, & Bjork (2009 )

34. Which students are most confident? Actual results Birnbaum, Kornell, Bjork, & Bjork (2009 ) 38 19 “Desirable Difficulty”

35. Learners are poor judges of effective study techniques Bjork, Roediger, Karpicke “Desirable Difficulties” Interleave vs block

36. Cognitive Science of Learning Group 1SSSSTest ------------Test Group 2SSSTTest ------------Test Group 3SSTTTest ------------Test Group 4STTT Test ------------Test “Testing Effect”-- Retrieval 1 st 2nd 12 word pairs Swahili-- English 5 min -week

37. Roediger and Karpicke 2004

38. Re-study or re-reading creates “Illusions of knowing” Testing enhances learning “Testing Effect”

39. 1. Challenge alternative conceptions 2. Build frameworks 3. Enhance metacognition How People Learn Fixed vs Fluid mind set “Desirable Difficulties” (interleaving) “Testing Effect”

40. “Ask, Don’t Tell”