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Teaching for Learning. Todd Zakrajsek , Associate Professor Department of Family Medicine University of North Carolina at Chapel Hill 919-636-8170 TODDZ@UNC.EDU. 2013 FALCON Conference Our Role as Teachers November 8, 2013. Teaching is not easy…. Roadmap not always helpful…. - PowerPoint PPT Presentation
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Todd Zakrajsek, Associate ProfessorDepartment of Family Medicine
University of North Carolina at Chapel Hill919-636-8170
TODDZ@UNC.EDU
Teaching for Learning
2013 FALCON Conference Our Role as Teachers
November 8, 2013
Teaching is not easy…
Roadmap not always helpful…
Teach for Learning
Some material presented will be scary at times, but, seriously, teaching can be SO MUCH FUN!!!
Managing the
Course
FUNDAMENTAL TASKS OF TEACHING
Knowledge of the
Subject Matter
Interacting with
Students
Designing Learning Experienc
es
Beginning of the Course
Taxonomy of Significant Learning
CaringDeveloping new…
Feelings Interests Values
Learning How to Learn
Becoming a better student
Inquiring about a subject
Self-directing learners
Human DimensionsLearning about:
Oneself Others
IntegrationConnecting:
Ideas People Realms of life
Foundational KnowledgeUnderstanding and remembering:
Information Ideas
Application Skills Thinking: Critical, Creative, & Practical
Managing projects
Teach for Learning
I don’t understand this stuff at all? What are you talking about in class???
Design for Learning
What is your anticipated outcome?
How will you accomplish that outcome?
How will you know you were successful?
Card passing
What is one issue or concern you have with respect to your students and creating an effective learning environment?
Bligh, 2000, What’s the Use of Lectures? 2000, p.51; Hartley & Davies, 1978, Programmed Learning and Educational Technology:15:207-224.
Body’s Reaction to Lecturing
Lecture Breaks Increase Students’ Attention
Bligh, What’s the Use of Lectures? 2000, p.51.
Is this stuff really important, or do I just need to know it for the test???
What do you want your students to know or be able to do 5 years after graduation?
I shouldn’t have wasted all that time preparing for the presentation. It was a disaster…
Learn how to make better (good) assumptions!!!
The only real valuable thing is intuition. - Einstein
Assumptions
I learned this stuff last year. This is such a waste of time…
http://www.youtube.com/watch?v=DF04XPBj5uc
Long-Term Potentiation
I can’t learn in her class. I am a visual learner and she almost never has good pictures in her Powerpoint slides.
Learning Styles: Concepts and Evidence-- vision and olfactory very important
Pashler, McDaniel, Rohrer, & Bjork, 2009
Doyle and Zakrajsek, 2013
http://www.theonion.com/articles/parents-of-nasal-learners-demand-odorbased-curricu,396/
Parents Of Nasal Learners Demand Odor-Based CurriculumMarch 15, 2000
Basketball….
I can’t do math…I am not a good writer…
I can’t give presentations…I am terrible at tests…
I can’t learn…
Effort vs. Entity
Mueller & Dweck, 1998
mugnightvasesvector
http://www.manythings.org/anagrams/
gumthingsavescovert
marchingnamelesslicensedteachingthickens
charming
salesman
silenced
cheating
kitchens
hostinch fiberglaresisters
shot
chin
brief
large
resists
Trial 1 Trial 3
# P
robl
ems
Sol
ved
Standard
Place “Smart” and “Effort” in Proper Place
Trial 1 Trial 3
# P
robl
ems
Sol
ved
Standard
Effort
Smart
Carol Dweck, 2006
Entity – fixed, less risk, look smart, criticism is about self
Incremental – growth, accepting challenge, failure is opportunity, criticism is about task
I study all the time….but I never seem to get good grades.
Popular Study Techniques
1. ___ Elaborative Interrogation2. ___ Self-Explanation3. ___ Summarization4. ___ Highlighting/underlining5. ___ Keyword Mnemonic6. ___ Imagery for text7. ___ Rereading8. ___ Practice Testing9. ___ Distributed Practice10. ___ Interleaved Practice
Learning Techniques: Promising Directions from Cognitive and Educational Psychology, APS, Psychological Science, (2013) Dunlosky, Rawson, Marsh, Nathan, & Willingham.
Popular Study Techniques
1. Elaborative Interrogation (M)2. Self-Explanation(M)3. Summarization(L)4. Highlighting/underlining(L)5. Keyword Mnemonic(L)6. Imagery for text(L)7. Rereading(L)8. Practice Testing(H)9. Distributed Practice(H)10. Interleaved Practice(M)Learning Techniques: Promising Directions from Cognitive and Educational Psychology,
APS, Psychological Science, (2013) Dunlosky, Rawson, Marsh, Nathan, & Willingham.
I learn the stuff, but when I need it I can’t seem to remember it…
Prop
orti
on o
f id
eas
reca
lled
Retention Interval For Final Test
1 Week5 Minutes
SSSS
SSSTSTTT
Karpicke & Roediger, 2007
.40
.50
.60
.70
.80
Selected References
Angelo, T. A., & Cross K. P. (1993). Classroom assessment techniques (2nd ed.) San Francisco: Jossey-Bass.
Bjork, R. A., & Linn, M. C. (2006, March). The Science of Learning and the Learning of Science: Introducing Desirable Difficulties. American Psychological Society Observer, 19, 29- 39. Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Chickering, A., & Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, October, 3-6. Goldstein, N. J., Cialdini, R. B., & Griskevicius, V. (2008). A room with a viewpoint: Using normative appeals to motivate environmental conservation in a hotel setting. Journal of Consumer Research, 35, 472-482. Halpern, D. F. & Hakel, M.D. (2002). Applying the science of learning to university teaching and beyond. New Directions in Teaching and Learning, 89. San Francisco, CA: Jossey-Bass.
Selected References
Karpicke, J.D., & Roediger, H.L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162. Mueller, C.M. & Dweck, C.S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9 (3), 105-119. Available Online - http://psi.sagepub.com/content/9/3/105.full Recht, D.R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80, 16 – 20. Wilson, T.D., Damiani, M. & Shelton, N. (2002). Improving the academic performance of college students with brief attributional interventions. In Joshua Aronson, Ed., Improving Academic Achievement: Impact of Psychological Factors on Education. (pp. 91-108). New York: Academic Press.
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