Active Learning I: How We Learn

1. Active Learning I:How We Learn Summer Transition Program Mike Walker, Learning Strategist August 31, 2010

2. Seminar Outcomes I hope ? you will recognize the diversity of both learning theories and strategies understand how the brain and brain functions aid us in the learning process discover that learning is NOT a passive process be motivated to explore your your own diversity and uniqueness as a learner evaluate and adopt the learning strategies appropriate to your learning needs

3. Part I - How Do We Learn? Learning Theories & Theorists

4. How Do We Learn? Were we taught to learn? Did we have learning class as babies? What is the process by which we are presented with new tasks or information then demonstrate a skill or write a paper? How might learning happen?

5. Theories of Learning* tabula rasa or �blank slate� John Locke Essay Concerning Human Understanding, 1690 simply that the mind is like an empty vessel waiting to be filled Jean Piaget* (1896-1980) 4 Developmental Stages based on the idea that the developing child builds cognitive structures--in other words, mental "maps," schemes, or networked concepts for understanding and responding to physical experiences within his or her environment.

6. Theories of Learning* Behaviorism* B. F. Skinner a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior. Control Theory* William Glasser behavior is never caused by a response to an outside stimulus. Instead, the control theory states that behavior is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.

7. Theories of Learning* Observational Learning* Albert Bandura a social learning theory which states that occurs when an observer's behavior changes after viewing the behavior of a model. Social Cognition* L. S. Vygotsky a social cognition learning model asserts that culture is the prime determinant of individual development. Humans are the only species to have created culture, and every human child develops in the context of a culture.

8. Theories of Learning* Brain-based Learning* This learning theory is based on the structure and function of the brain. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur. Neuroscience* The nervous system and the brain are the physical foundation of the human learning process. Neuroscience links our observations about cognitive behavior with the actual physical processes that support such behavior. This theory is still "young" and is undergoing rapid, controversial development.

9. Theories of Learning* Right Brain vs. Left Brain* This theory of the structure and functions of the mind suggests that the two different sides of the brain control two different "modes" of thinking. It also suggests that each of us prefers one mode over the other. Learning Styles* This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are "smart."

10. Theories of Learning* Multiple Intelligences* This theory of human intelligence, developed by psychologist Howard Gardner, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct "intelligence"--in other words, a set of skills allowing individuals to find and resolve genuine problems they face. Constructivism* (current theory in favour) a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

11. Guiding Principles of Constructivism: Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning.

12. Things you didn�t learn in school Walk and run Talk -- at least one language Ride a bike Swim Give directions Bake cookies Draw a picture Plant a garden Baby-sit Build models or crafts Interact with others

13. However, learning in a new environment may require . . . new skills & new attitudes

14. Unfortunately� Some minds are like concrete: thoroughly mixed and permanently set

15. So ask yourself regularly: �� so how�s it workin� for ya?� or If you keep doing what you are doing, you will keep getting what you are getting! Ingrid

16. Learn to enrich your life In addition to all of the perks associated with education, Better career Better wages Higher social status Etc. learning can enrich the most simple aspects of daily life. Look at the following painting�

17. Nude Descending a Staircase Painted in 1912 by Marcel Duchamp (1897 - 1968) � . . . symbolic painting. . . a dynamic form of cubism� Now look at the comics�

21. Basic Precept Your mind is like a parachute -- it only works when it�s open. Anonymous

22. Part II - Learning & the Brain How might these theories apply to you?

23. The Potential of Your Brain Three basic learning modalities Eight intelligences Trillions & trillions of brain cells 100 billion neurons in �thinking brain� 20,000 possible connections between neurons Three brains in one Two sides to the brain

24. The Triune Brain Reptilian (lower) basic body function fight or flight Limbic (middle) mammalian regulates immune & hormone systems, sexuality, emotion & (memory?) Cortical (higher) reason, use language, plan, think abstractly

25. A Simple Model of Learning & Information Processing Sensory Input Processing Decoding Changing sight, sound, smell, taste and touch into nerve impulses May include Storage and/or Retrieval processes (memory) Encoding Changing nerve impulses into sound or movement Physical Output

26. Our Auto Pilot The brain helps us to learn, naturally and intuitively Demonstration #1 Demonstration #2

27. Demo #1 - Count the F�s FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.

28. Demo #1 - Count the F�s How may F�s were there? FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS. Many of you ignored the unimportant words - - automatically & subconsciously!

29. Demo #2 - Count the triangles?

30. Demo #2 � the kaniza effect Most people will see a white triangle in front of another triangle and three circles. And they may count up to 8 triangles. Even when you know that the white triangle does not really exist, your brain tries to make sense of this pattern by going for the most likely explanation. Reference: http://www.youramazingbrain.org.uk/supersenses/kaniza.htm#

32. In Summary� Brain Based Learning video (5:24) Click on the following Link: http://csd.mcmaster.ca/academic/onlineresources.html Scroll down page to Brain Based Learning How to Treat Your Brain Well Tolerate Confusion Read for Meaning Feed Your Brain Get Good Sleep Natural Light & Exercise

33. Part III - How do We Remember? Learning & Memory

34. What is Memory? chemical connections between neurons caused by strong associations created by action, sensory or emotional event sustained by repetition Memory: neural traces in your brain

35. Where is Memory?

36. Types of Memory Sensory exact copy, lasts for a second or less �What was that sound?� Short-term/Working memory temporary storage, 10 to 20 seconds typically 7 items � telephone number taking notes, solving a math problem, answering an exam question Long-term hopefully permanent relies on storage and retrieval

37. The Three Rs of Memory Registration something comes to your attention that has meaning Retention a conscious decision to remember followed by a strategy to make it happen Recall ability to remember usually linked to strategy/technique used in retention

38. Another IP Model - Attention & Memory

39. What do we remember? Demonstration #3 Primacy effect Recency effect Frequency effect Distinctiveness effect Organization effect Reconstruction effect

40. One Technique to Remember Demonstration #4 Half of the class - heads down Read the following list - I�ll give you 15 seconds

41. Demo 4a

42. Demo 4a

43. Demo 4b

44. Demo 4b Tally the score for the two groups

45. Example of Chunking Random list verses Chunked list

46. Applying an Mnemonic Strategy The girl plays a green flute. The heart and lung have blue veins. The robin and eagle both have organs. The purple man and child walked down the street. The hawk played the piano with his finger.

47. Improving Your Memory Relax Be active Use many intelligences Organize your time Chunk material Create strong associations Practice output Review early and regularly Develop memory aids Practice, practice, practice Sleep on it

48. Memory Aids/Techniques Basic flash cards mind maps mnemonic devices - auditory and visual rhymes, rhythms, songs Advanced (* See Mind Tools web site) Memory Peg System Linking System Location Method (Roman Room) Rhyming Method

49. Internet Resources - Memory Interactive Online Study Skills Workshops from Virginia Tech � www.ucc.vt.edu/stdysk/stdyhlp.html www.ucc.vt.edu/lynch/ImprovConcentration.htm Mind Tools-Memory Techniques & Mnemonics www.mindtools.com/memory.html Study Guides & Strategies - Using Memory Effectively www.studygs.net/memory.htm The Memory Page www.thememorypage.net/ Exploratorium: The Memory Exhibition www.exploratorium.edu/memory/ Your Amazing Brain www.youramazingbrain.org.uk/

50. Full Frontal Learning Video Clip (3:56) from McMaster University Academic Skills Online Click on the following Link: http://csd.mcmaster.ca/academic/onlineresources.html

51. Actions of the Mind Activevs. Passive Learning

52. Active vs. Passive Learning Characteristics of Passive & Active Learners Passive Active

53. On Friday� I will teach you ONE powerful active learning strategy called �Beat the Forgetting Curve� which incorporates both elaboration & rehearsal & various actions of the mind plus it incorporates note taking scheduling & time management study/review & test preparation techniques

54. In Summary Theory to Practice - What can you do to improve your learning?

55. We Learn... William Glasser 10 % of what we read 20 % of what we hear 30 % of what we see 50 % of what we both see and hear 70 % of what is discussed with others 80 % of what we experience personally 95 % of what we teach someone else

56. Or Simply Tell me and I will forget Show me and I may remember Involve me and I will understand Ancient Chinese proverb

57. Therefore active multi-sensory learning is most effective!

58. What�s Next in Learning? Learning & Disabilities (after the tour) How Do YOU Learn? (tomorrow morning) Let�s take a break?

59. Questions? . . . let�s take a break!

60. How do we forget? Herman Ebbinghaus, 1885 subjects memorize a list of meaningless, three letter words tracked how quickly his subjects forgot the words Became known as the Ebbinghaus or Forgetting Curve Graphic Source: www.york.ac.uk/depts/maths/histstat/people/ebbinghaus.gif

61. Ebbinghaus Curve: www.psych.purdue.edu/~ben/285su2001/notes/figures/5-forgettingcurve.htm

62. How do we forget?

63. Overcoming the Curve

64. Overcoming the Forgetting CurveAnalogy: the Fishing Trip

65. So Review 10 min - After class (or in evening) by completing, organizing & comprehending (rewriting, typing) notes (e.g. Cornell right column) 24 hr � Next day, before Ebbinghaus kicks in, reread notes, condense to main ideas & create questions (e.g. Cornell left column) 1 week - Before class the following week or earlier, review and self-test your recall (e.g. Cornell, cover right column & self-test from left) Therefore, when you prepare to study for your midterms and finals, you have already reviewed the material a minimum of 3 times

66. How do we forget?

67. Overcoming the Curve