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Assessment Workshop
Michelle Withers
David Bos Clarissa Dirks
Rebecca Orr Pushpa Ramakrishna
How People LearnClarissa Dirks – The Evergreen
State CollegeAdapted from Mary Pat Wenderoth
University of Washington
How People LearnNational Research Council 1999
1. Address students’ misconceptions
Three major findings:
2. Build both a deep foundation of factual knowledge AND strong conceptual framework.3. Enhance students’ ability to monitor learning (metacogniti
on)
How People Learn, Chase & Simon 1973
The value of conceptual frameworksThe chessboard challenge
Correctly place the 25 chess pieces
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25
Master
Class A
Trial number
# p
ieces c
or-
rectl
y r
ecalled
Chess masters – Class A players – Beginners
Board #2
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MasterClass ABeginner
trials#
pie
ces
corr
ect
ly
reca
lled
Why didn’t they get the same results?
Conceptual Framework!
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Science of Learning
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• Audio-visual
• Demonstration
• Discussion
• Lecture• Practice• Reading• Teaching
Science of Learning
NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314
http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm
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Science of Learning
Avg
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ete
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• Audio-visual
• Demonstration
• Discussion
• Lecture• Practice• Reading• Teaching
Science of Learning
NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314
http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm
• Audio-visual
• Demonstration
• Discussion
• Lecture• Practice• Reading• Teaching
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10
20
30
40
50
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90
100
Science of Learning
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lecturereading
teaching
practice
discussion
demonstration
audio-visual
Science of Learning
For students, teaching is uncomfortable and lecture is comfortable.We need to help students figure out what they don’t know (i.e. metacognition).
