T O D D Z A K R A J S E K , P h . D . , D I R E C T O R

I N T E R N A T I O N A L T E A C H I N G L E A R N I N G C O O P E R A T I V E

& V I S I T I N G P R O F E S S O R @ U N C - C H A P E L H I L L

9 1 9 - 6 3 6 - 8 1 7 0

T O D D Z @ U N C . E D U

How Students Learn: Strategies for Teaching from the Psychology

of Learning

University of Northern Iowa

August 16, 2012

Pashler, McDaniel, Rohrer, & Bjork, 2009

Learning Styles: Concepts and Evidence

Seven Principles for Good Practice in Undergraduate Education

(Gamson & Chickering, 1991)

Contact

Reciprocity

Active

Feedback

Time on task

High expectations

Diverse talents

Hake (1998)

What behaviors illustrate or are good examples of something an unmotivated student might do?

Attribution

How do we describe the “cause” of behavior???

- Internal (dispositional)

- External (situational)

Learned Helplessness

Trial 1 Trial 3

# P

roble

ms S

olv

ed

Standard

Place “Smart” and “Effort” in Proper Place

Carol Dweck, 2006

Entity – fixed, less risk

Incremental – growth, accepting challenge

Card passing

What is one issue or concern you have with respect to your students and creating an effective learning environment?

Stage Theory of Learning

External Stimulus

Initial Processing Retrieval

Repetition

Forgotten

Forgotten

Coding

Atkinson-Shiffrin model, 1968

Recht & Leslie (1988) It

ems

Corr

ect

High Knowledge

Good Readers

Poor Readers

20

Fill Columns

10

Low Knowledge

Multitasking

Controlled…

Automatic…

http://www.youtube.com/watch?v=vJG698U2Mvo

Flingledobe and Pribin (Lavoie, 1989)

Last Serny, Flingledobe and Pribin were in the Berdlink treppering gloopy caples and cleaming burly greps. Suddenly, a ditty strezzle boofed into Flingledobe’s tresk. Pribin glaped. “Oh Flingledobe,” he chifed, “that ditty strezzle is tunning in your grep!”

Dee Fink, 2003

Power of Social Norms

Cialdini…

Please help:

1.Help the environment

2.Benefit Society

3.Save money

4.Others are doing it

Practice at Retrieval (IFAT)

Teach Metacognition

CATS

SQ4R

Chapter Questions

Flash Cards

Quizzing

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)

What have you done to help your students to learn?

Levels of Concern vs. Degree of Learning

Level of Concern

Karpicke & Roediger, 2007

Pro

port

ion o

f id

eas

reca

lled

Retention Interval For Final Test

1 Week 5 Minutes

SSSS

SSST

STTT .90

.40

.60

.50

.70

.80

The Effect of Overlearning on Long-Term Retention

ROHRER, TAYLOR, PASHLER,WIXTED, & CEPEDA, 2005

P

roport

ion o

f it

ems

reca

lled

Retention Interval For Test

9 Weeks 1 Week

Overlearners

Control

.10

.50

.30

.70

4 Weeks

What the Brain Needs to Learn

Exercise

Sleep

Oxygen

Hydration

Food (glucose)

That sets the stage…..THEN there must be…

What the Brain Needs to Learn

That sets the stage…..THEN there must be…

Belief that something can be learned

Importance of Material

Attention

Encoding

Retrieval cues

Correct Level of Anxiety

Selected References

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.

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.

Selected References

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.