11/24/2016 Dep’t Earth, Ocean & Atmospheric Sciences Intro EOAS Science Education Initiatives • Learning happens in all professional and academic "How Learning Works" interactions. Some fundamentals that can improve all learning, • Facilitating learning is a distinct form of expertise. research, teaching & professional communications. • Objectives: we hope you can … ~ – Apply 4 fundamental characteristics of learning to enhance professional or academic communication and teaching. Francis Jones – Recognize how facilitating learning (‘teaching’) involves https://www.eoas.ubc.ca/people/francisjones expert knowledge and skills that can be learned. – Be inspired to look into the precedent & literature about This slide‐set licensed under learning – teaching – novices & experts – etc. Creative Commons, attribution non‐commercial share‐alike. Contact: Francis Jones, Science Education Specialist, EOAS, UBC, fjones@eos.ubc.ca Who benefits Why fundamentals? • We all refer to fundamentals when puzzled. • In what professional or academic settings • Fundamentals & theory are needed to react in new situations. does “learning” of ANY kind happen? • Examples: o In a statistical analysis … … results NOT as anticipated … • Think – pair – share Revert to fundamentals o Assumptions : N big enough? Populations have a “normal distributions”? Etc. • Examples: o Methods : algorithm was correct? Choice of T or ANOVA was appropriate? – Determine scope of a project with a client – Presenting a seminar • Learning examples: o Students all do poorly on test … – Discuss a research challenge with peers o Or, colleagues respond as if you never spoke … …. What fundamentals to consider? 1
11/24/2016 Fundamentals of learning? Fundamentals we’ll explore • Suggest examples of “universal” (as you see it) 1. Prior knowledge fundamental notions about learning? 2. Motivation • Think … share – Eg: learning involves practice … 3. Experts vs novices – .. – Knowledge: how its organized, accessed, applied ... – .. – Developing “mastery” (and some implications). – .. 4. Practice & feedback – Briefly Primary inspiration for most of this hour: How Learning Works: 7 research‐based principles for smart teaching. Referenced later. 1. Prior knowledge Will Prior knowledge: WHEN … HELP A ctivated learning Preconditions for changing the brain (i.e. learning ): S ufficient A ppropriate – Activated: Is prior knowledge accessible ? A ccurate WHEN … • Eg. “transfer” from one setting to another Inactivated Insufficient – Sufficient: Is there enough to proceed? Inappropriate Inaccurate – Appropriate: Is it aligned with particular needs? Can • Eg. “common usage” of terms in “technical” settings HINDER • Eg. Writing skills based on “creative writing” courses. Implications? learning • Your thoughts? Examples? • If no learning, check prior knowledge. – Accurate: No misconceptions or gaps? • TEST for prior knowledge. Derived from Figure 1.1, “How Learning Works”. • Foster access to, & assessment of, P. K. 2
11/24/2016 2. Motivation 2. Motivation Three dimensions: Three dimensions of motivation: In order to be “well motivated”, a student (or other learner) must … UNsupportive Supportive environment environment Not valued Valued Not valued Valued • Value what is to be learned Low self • Have sufficient self confidence (self efficacy) Rejecting Hopeless Rejecting Fragile efficacy • Be in a supporting environment High self Evading Defiant Evading Motivated efficacy Derived from Figure 3.2, “How Learning Works”. 3. Novices vs. experts 2. Motivation • Most fundamentals boil down to distinctions • Value what’s being learned between expert and novice behavior. • Self efficacy • Supporting environment Implications? • May need to actively foster “value” (eg in Calc101!) • Assess & support self efficacy (diversity issues, etc.) • Other implications? 3
11/24/2016 Attaining “mastery” 3. Novices vs. experts • Are experts unconscious of their competence? • What behaviors distinguish experts & novices? • Are novices conscious of their incompetence? – think – pair – share • Elements of mastery – Acquire component skills • Examples – Practice integrating components • Complex work is ‘effortless’ & ‘automatic’. – Know which/when to apply skills • Path forward is “obvious” or has distinction options. – Transfer to new settings UNCONSCIOUS • “Unconscious” competence. Competence CONSCIOUS Competence • Which is • Can “ transfer ” skills/knowledge to new settings. emphasize CONSCIOUS INcompetence at school? UNCONSCIOUS INcompetence Novice/experts … implications Effortless? Automatic? • Expert blindness = loosing awareness of your own expertise. • Experts use complex combinations of skills, • Do experts = best teachers? assumptions, cognitive “leaps” etc. – Not without pedagogic expertise . • Driving is one example • Expert task deconstruction – Talking while driving in the city …? – Conscious, careful deconstruction of steps. – Often very helpful for teachers, consultants, etc. • Expert cook’s instructions are another – “sauté until done… ” • Frameworks for knowledge – A key for courses, lessons or professional communications. – How do you (experts) “hook” your skills / knowledge together? What is our framework for “how learning works” …. ??? 4
11/24/2016 4. Practice and feedback; Other examples of expertise? Moving towards expertise … • Practice does make perfect … but learning takes time. • Your example of effortless expertise compared • How to “work smarter”, not just “more”? to struggling novices. • Goal‐directed practice Derived from Figure 5.1, • Can you recognize issues related to “How Learning Works”. coupled with Deliberate practice targeted feedback. – Unconscious competence of an expert? – Unconscious incompetence of a novice? • Obvious? Maybe, but drive many research‐based – Expert’s assumptions? strategies can be used. – The framework experts use that novices need? Goals • Hence: “Discipline‐based Targeted Performance feedback pedagogic expertise” Enables Fundamentals we’ve explored Time & knowledge frameworks • More novice / expert distinctions; 1. Prior knowledge: – Expert knowledge chunking 2. Motivation: – Novices struggle to attach “pieces” to purposes 3. Experts vs novices – Hence lectures can resemble a “fire hose …” – Knowledge organization, access and application – Developing “mastery” (and some implications) 4. Practice & feedback 5. Other aspects can be related to these. • Frameworks help “coordinate” new ideas. 5
11/24/2016 End with a professional communication example Inter‐related concepts Meet with UBC Legal Counsel regarding a project proposal involving contractual Prior knowledge … relationship with a Central Asian institution. – What was relevant? Motivation … – What slowed the pace of communication? • Prior knowledge & assumptions Experts vs novices … – His assumptions about our intentions and needs as geoscience professionals and educators – My prior assumptions and understanding ‐ including misconceptions • Motivation Practice & feedback … – If the project was not an exciting opportunity I would not be going within a mile of this conversation. ALSO, salient points would NOT remain as useful concepts in my knowledge. Motivation Prior • Novice‐expert issues knowledge – His legal expertise and my novice perspective. … are all in play when – Framework: Their document containing 1) project requirements, 2) potential risks to workers and institutions, 3) potential mitigations, 4) options or alternatives. communicating, teaching or • Practice? Feedback? To gain more "expertise"? learning. – Would require deliberate practice and attention , with conscious check points, Experts vs Practice & self‐assessments, feedback from experts and a spiral notion of moving forwards. novices feedback BUT ‐ perhaps I won't go there … Thanks all … How learning works Resources and references handed out. Components in each of 7 chapters Questions? • Contexts; two short scenarios • What’s going on in each? Suggestions? • What principles of learning are at work? • What does research say about these principles? ~ – Subsections … • Implications of that research fjones@eoas.ubc.ca • What strategies does research suggest? Always available to “consult”; EOS‐South, rm361. – Subsections … • Summary Also 8 specific appendices with concrete recommendations 6
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