Motivating and Engaging Students: Strategies from the Psychology of Learning Indiana University - Purdue University Indianapolis May 9, 2016 T o d d Za k r a j s e k , As s o c i a t e P r o fe s s o r D e p a r t m e n t o f F a m i l y M e d i c i n e U n i v e r s i t y o f N o r t h Ca r o l i n a – Ch a p e l H i l l 9 19 - 9 6 6 - 12 8 9 t o d d z @ u n c . e d u
Sam ple Outcom es By the end of this session, participants will be able to: 1. Cite specific research demonstrating the value of engaged learning. 2. Explain at least three new engaged learning techniques 3. Describe w hy engaged learning facilitates better recall of information 4. List at least three common myths related to learning 5. Adapt findings from social neuroscience into at least one course. 6. Describe to students effective and ineffective study strategies. 7. Plan two new strategies to encourage students to participate in class discussions. 8. Summarize the three top teaching challenges and identify at least one strategy to address each challenge. 9. Use Bloom's Cognitive Taxonomy to both ask better questions in class and to get students to ask better questions during discussions. 10. Articulate to students why they are not as effective as they think when texting both during class and while studying.
Personal Outcom es for the Day By the end of this session, I would like to: 1. 2. 3.
Design for Learning What is your anticipated outcom e? How will you know you were successful? How will you accom plish that outcom e?
21 st Century Skills • Critical thinking and m aking sound judgm ents • Solving com plex m ultidisciplinary problem s • Creativity and entrepreneurial thinking • Com m unication and collaborating • Making innovative use of knowledge and inform ation • Controlling financial, health and civic responsibility Thinking vs. Mem orizing….
Card passing What is one issue or concern you have with respect to your students and creating an effective learning environm ent?
Card passing Muddiest Point with respect to the card passing exercise?
1. Learning is best when it involves the learner…
Teaching Strategies
How long before boredom sets in during a lecture ????
Teaching Strategies
Teaching Strategies
Pho to c re dit: Ho me Se ssive
Taxonomy of Significant Learning Dee Fink, 2013 Learning How to Foundational Learn Knowledge Becoming a better Understanding and student remembering: Inquiring about a Information subject Ideas Self-directing learners Application Skills Caring Thinking: Critical, Developing new… Creative, & Practical Feelings Managing projects Interests Values Integration Human Connecting: Dimensions Ideas Learning about: People Oneself Realms of life Others
Hake (1998)
Lecture vs Active Learning Lecture 50 Active learning # of Students 25 0 1 2 3 4 5 6 7 8 9 10 11 12 Score on Test Deslauriers et al. Science, 2011 http://www.sciencemag.org/content/332/6031/862.full.pdf
Teaching Strategies
Teaching Strategies
Teaching Strategies
2. Teach students about learning.
The New Science of Learning Improving teaching without improving learning will not be enough to bring about the kinds of learning improvements that are needed to meet the job demands of the future.
Metacognition Basics & Examples Planning to • Scheduling a certain amount of time to study learn • Minimizing distractions • Reflecting on study strategies that are Monitoring working (or not working) learning • Quizzing yourself Evaluating • Connecting new learning to prior knowledge learning • Identifying gaps in understanding G T
Types of CATs Minute Paper (check understanding at end of class session) Muddiest Point (check understanding at end of class session) One-Sentence Summary (check understanding at end of class session) Directed Paraphrasing (check understanding of a concept) Lecture Checks (Mazur’s Technique) Card Passing (very good for sensitive topics)
Popular Study Techniques ___ Elaborative Interrogation 1. ___ Self-Explanation 2. ___ Summarization 3. ___ Highlighting/ underlining 4. ___ Keyword Mnemonic 5. ___ Imagery for text 6. ___ Rereading 7. 8. ___ Practice Testing ___ Distributed Practice 9. 10. ___ Interleaved Practice Learning Techniques: Promising Directions from Cognitive and Educational Psychology, APS, Psychological Science, (2013) Dunlosky, Rawson, Marsh, Nathan, & Willingham.
Popular Study Techniques Elaborative Interrogation (M) 1. Self-Explanation(M) 2. Summarization(L) 3. Highlighting/ underlining(L) 4. Keyword Mnemonic(L) 5. Imagery for text(L) 6. Rereading(L) 7. 8. Practice Testing(H) Distributed Practice(H) 9. 10. Interleaved Practice(M) Learning Techniques: Promising Directions from Cognitive and Educational Psychology, APS, Psychological Science, (2013) Dunlosky, Rawson, Marsh, Nathan, & Willingham.
What is one thing or strategy you can teach your students to m ake them better learners?
3. Hum ans like to learn.
(From Nickerson & Adams, 1979)
Reward for Learning Dopamine is there to reward your brain for learning new information, or engaging in new experiences. Without dopamine, you would not be interested in learning or trying new things.
4. We do know a bit about how people learn.
Retrieval Dependent on Encoding Strength of Elaborations Memory Trace NOTE: Attention necessary to encode information.
We are what we repeatedly do. Excellence then, is not an act, but a habit --Aristotle Long-term potentiation
Karpicke & Roediger, 20 0 7 SSSS SSST STTT .80 Proportion of ideas recalled .70 .60 .50 .40 5 Minutes 1 Week Retention Interval For Final Test
5. Be cautious about things that sound good without research support. Learning Pyram id Lum inosity Learning Styles
Learning Styles: Concepts and Evidence -- vision and olfactory very important Pashler, McDaniel, Rohrer, & Bjork, 2009
Basketball….
6. Avoid “either or thinking.” Extroverts v. Introverts Lecture v. Engaged Learning Lecture v. Flipped Classroom Multitasking – Can’t be done…
Multitasking 86% of students report texting throughout entire class periods. (McCoy, 2013) Clifford Nass (Stanford), studies social and psychological impacts of media. His research shows that chronic multitasking were terrible at ignoring irrelevant information; they’re terrible at keeping information in their head nicely and neatly organized; and they’re terrible at switching from one task to another… ..yet they think they are great multitaskers. (Ophir, Nass, & Wagner, 2009. Proceedings of the National Academy of Sciences)
Multitasking Placed in font of a Actual… … 120 times. computer with internet and Computer average was 6 a television for 30 minutes. seconds and TV average Estimate how many time was 2 seconds. switch attention from one (Brasel & Gips, 2011. to the other. Boston College) Following study session participants asked how many time they had “shifted” attention. Estimated Average 15 times… .
Attention The mere presence of a cell phone has been shown diminish attention and reduce performance on cognitively complex tasks. (Thornton, Faires, Robbins, & Rollins, 2014)
Pho to c re dit: Auto Re pair Matc h
7. Don’t treat the brain as if it works like a m achine and independent of the world. Learned helplessness Attribution Physiological aspect of the brain
What behaviors illustrate or are good exam ples of som ething an unm otivated student m ight do?
Attribution How do we describe the “cause” of behavior??? - Internal (dispositional) - External (situational)
Attribution Power of Misattribution - Insomnia Gave pill and told side effect increased heart rate and anxiety - First Year Students Statistics on initial struggling Video of students
Effort vs. Entity Mueller & Dweck, 1998
gum mug thing night saves vases covert vector http:/ / www.manythings. org/ anagrams/
charming marching salesman nameless silenced licensed cheating teaching kitchens thickens
shot host chin inch brief fiber large glare resists sisters
Place “Sm art” and “Effort” in Proper Place # Problems Solved Standard Trial 3 Trial 1
Effort # Problems Solved Standard Smart Trial 3 Trial 1
Carol Dweck, 20 0 6 Entity – fixed, less risk Incremental – growth, accepting challenge
A student does extrem ely well on an assignm ent with apparently very little effort. What do you say to that student?
Levels of Concern vs. Degree of Learning Yerkes–Dodson Law
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