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This is Important: Before we get started, could you please…

This is Important: Before we get started, could you please…

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This is Important: Before we get started, could you please…

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  1. This is Important:Before we get started, could you please… If you have a few minutes before we begin, prepare a short memorable introduction of yourself by answering the four questions below: • Who are you? • Why are you here? • Where are you going? • What do you want?

  2. Getting Students to Take Responsibility for Their Own Learning:Keys to Student Success AACU ~ 2013 Dee Fink, PhD Stephen Carroll, PhD

  3. Interacting with Students Knowledge of the Subject Matter Designing Learning Experiences Managing the Course FUNDAMENTAL TASKS OF TEACHING Beginning of the Course

  4. Taxonomy of Significant Learning

  5. Learning How to Learn • Becoming a better student • Inquiring about a subject • Self-directing learners • Foundational Knowledge • Understanding and • remembering: • Information • Ideas • Application • Skills • Thinking: Critical, Creative, & Practical • Managing projects • Caring • Developing new… • Feelings • Interests • Values • Integration • Connecting: • Ideas • People • Realms of life • Human Dimensions • Learning about: • Oneself • Others Taxonomy of Significant Learning


  7. St1 St2 Teacher/Coach ? Meta-Learner:

  8. St1 St2 Own Learning/ Development Teacher/Coach Own Knowing/Beliefs Own Thinking Own Performance Own Caring/Values ? Meta-Learner: One Who Takes Charge of their…

  9. St1 St2 Teacher/Coach “TAKING CHARGE OF ONE’S OWN LEARNING” 10-20% EXCELL Current Practice: 20-50% complete college but with a MEDIOCRE EDUCATION 20-70% FAIL to complete college

  10. St1 St2 Teacher/Coach “TAKING CHARGE OF ONE’S OWN LEARNING” If we can help students “Learn how to learn”: 30-60% EXCELL 10-20% complete college but with a MEDIOCRE EDUCATION 10-20% FAIL to complete college

  11. Notes You Can Use Date, Course, Page # Notes on what’s being presented This makes sense! Thoughts & feelings that arise Q: How does this connect with … ? Summary Reflections: ASAP – before sleepingWhat’s worth reviewing & remembering? For Best Results: Review Summary within 24 hours Summary:

  12. The Problem: Presented by Father Guido Sarducci

  13. The Problem: • Students arrive in our classrooms knowing very little about the kinds of learning they are expected to do in college • Much of what they do “know” is wrong • Using the habits of learning they developed in high school leads to inefficient and ineffective learning • Reduced performance caused by the inaptness of their learning habits creates motivation and engagement problems that further reduce their academic performance—and learning.

  14. A Solution: • Teach students how to learn • Metalearning Flight School is based on current research in cognitive science, the neurobiology of learning and learning theory • Seven years worth of data and experience show that it makes a significant difference in students’ learning • It’s especially effective in making students more self-motivated and more self-directed learners

  15. The Contract This is not a miracle cure and it will be difficult at first. It will take you and your students a while to unlearn old habits and to develop new ones. (It takes ~21 days to break in a new habit.) What I can promise you is that if you teach your students how to learn, they will learn more, learn faster and retain what they learn longer—thus, your performance as faculty will increase as well. Start with one day—the first day of class, perhaps.

  16. Objectives for Today • Motivate you to try metalearning techniques with your students to help them become more effective learners • Provide you with theories, resources, tools and inspiration to help you develop your own metalearning lessons • Provide you with tools to prove it works

  17. MetaLearning: 6 Steps to Changing Learning Habits • Help students discover self-motivations for learning • Align their definitions of learning with ours (redefine learning) • Teach students how learning works and derive principles they can use to guide themselves • Derive strategies and tactics from principles (application) • Practice often to develop effective learning habits • Maintain those habits

  18. Step 1: Priming Students for Self-Directed Learning Start with the foundation and the goal! Videos online and on our YouTube Part 1: Building Self-Motivated Learners

  19. Self-Directed Learning • Places burden of learning on the student • Connects students’ learning to their own goals • Constantly returning to these goals develops a practice of self-reflection and self-regulation around metalearning. • Herbert Simon: “Learning takes place in the minds of students and nowhere else, and the effectiveness of teachers lies in what they can induce students to do.” –What we know about learning: Journal of Engineering Education.

  20. Step 2 (Definition): What is Learning? • What is learning? • What does it mean to learn something? • How can you tell when you’ve learned something? Part 2: Defining Learning

  21. Typical Answers - Understanding • Knowing something • Understanding something • Being able to teach something • Getting it • Eureka! • Making a connection to something new • Insight • Discovery • Enlightenment • Knowing that (vs. knowing how) • Memorizing • Being able to recall • Remembering something • Understanding the principles • Seeing the logic • Being able to extrapolate • Seeing how it works • Epiphany Part 2: Defining Learning

  22. Typical Answers - Skills • Being able to do something • Knowing how • Facility • Doing it • Mastering a procedure or process • Increasing level of proficiency • Following correct procedures • Being able to use what I know • Being able to apply something in a new situation • Acquiring the knack of something • Gains in craftsmanship • Getting better at something Part 2: Defining Learning

  23. Typical Answers - Affective • Learning to like something • Getting engaged • Being inspired • Being motivated • Finding joy • Wanting to do more • Wanting to practice • Looking for chances to use what I know • Learning to love something • Learning to see the beauty or complexity or artistry in something • Learning to appreciate something • Gaining confidence • Becoming more interested in something Part 2: Defining Learning

  24. Typical Answers - Habits • Being able to do something without paying a lot of attention • Doing things automatically • Integrating what I know into my life • Using what I know as a matter of course • Knowing when to use what I've learned • Ability to improvise based on what I already know Part 2: Defining Learning

  25. Defining Learning How we define learning affects how we teach and shapes how students learn in our classes Part 2: Defining Learning

  26. Learning is Forming New Habits • Fueled by attitudes and desires (emotion) • Supported by skills and understanding Part 2: Defining Learning

  27. Therefore We want to move away from the learning-as-acquisition-of-facts and teaching-as-Sherwin-Williams model toward defining learning as durable habit formation and teaching as developing and mentoring self-directed learners. Teaching ≠

  28. A Cross-lateral Neurobic

  29. Cross-lateral Activity Cross-lateral activity opens up the corpus callosum • Gets more of your brain involved • Balances the load • Aids memory • Makes learning easier

  30. Write your summaries 3-5 sentences in 3 minutes

  31. Step 3: The ART of Learning • Acquire new material • Retain new material • Transfer use of new material A R T

  32. The ART of Learning. The A in ART is for Acquisition Mnemonic: Actively Build Connections Part 3: How Learning Works

  33. Part 3: How Learning Works

  34. Learning IS making connections:Neurons that fire together wire together 2 pyramidal neurons forming a synapse Part 3: How Learning Works

  35. Ideas are patterns of neural firing Part 3: How Learning Works

  36. More complex ideas are more complex patterns—made up of smaller patterns Part 3: How Learning Works

  37. Learning Changes the Brain A Basic Brain—not very fold-ey Part 3: How Learning Works

  38. A Better Brain—more fold-ey Part 3: How Learning Works

  39. New Brain Cells Forming Learning Hard Stuff Grows Your Brain Part 3: How Learning Works

  40. Learning Builds and Maintains Healthy Neurons Part 3: How Learning Works

  41. Some Mantras for Learning • Fat sausages • Foldey lobes • Hairy neurons Fat, Foldey, and Hairy Part 3: How Learning Works

  42. The ART of Learning Habits of Acquisition (Making Connections) • Note-Taking • Reading strategies • Paying attention/active learning • Not multitasking Part 3: How Learning Works

  43. The ART of Learning R is RETAIN (Acronym) • REview, • Test, • Analyze, • INtegrate. Part 3: How Learning Works

  44. Retention is controlled by Repetition and Chemistry Part 3: How Learning Works

  45. Review/Repetition • The importance of review within certain windows • How to make review happen in the classroom • Daily review at start of class • Daily summaries at end of class • Review summaries offline on a regular basis • Repeated review is necessary for habit formation and transfer • Frequent low-stakes quizzes • Classroom mantras

  46. Key Influences on Brain Chemistry • Emotions • How much and what kind of sleep you’re getting • How much and what kind of exercise you’re getting • Hydration and nutrition (including caffeine and alcohol) • Physical cycles and rhythms Part 3: How Learning Works

  47. Your amygdalas Amygdalas Part 3: How Learning Works

  48. Fear response Part 3: How Learning Works

  49. Key Factors Shaping Retention • Repetition and reinforcement • Strong emotion • Sleep (then review) • Exercise • Hydration and nutrition • Richness of the learning and studying environments Part 3: How Learning Works

  50. The ART of Learning T is for Transfer (Bus transfer, job transfer) Transfer is taking what you know and applying it to what you don’t know Part 3: How Learning Works