What Makes for Effective Learning and Teaching

8/9/2019 What Makes for Effective Learning and Teaching

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What Promotes Efective andLong Lasting Learning in Studen

• Developed by Proessor Terry Doyle

• Ferris State University

• !learnercenteredteaching!ordpress!com

• doylet"erris!edu

http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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Slides are available or donload at#

!learnercenteredteaching!ordpress!com

Presentation or $eaconhouse SchoolsDeveloped by Proessor Terry Doyle

Ferris State University

http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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%ur Proessional %bligation

&s in anyproession eneed to ollo

here theresearch leadsus!


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'ere is %ur (hallenge)

We as teachers can*t ma+einormed decisions abouthich teachingapproaches or tools to use

i e don*t ,rst understandho our students learn!


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'ere is %ur (hallenge)

To understand ho ourstudents learn e mustunderstand ho theirbrains ta+e in- process- andretrieve inormation as ell

as the numerous actorsthat afect these processes!


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.uestion/!

What do e teach)

/! What +noledge and s+ills do

students need our help ith tolearn and hat can they loo+ upas needed or learn on their on)


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.uestion/&!

What do e teach)

/&! What ould ma+e ushappy that our students

still +ne and could apply rom the content and s+illso our course a yearlater)


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.uestion0!

What is the best use o ourtime)

0! 'o do e use our timemost efectively to help

students master the learningoutcomes o our courses)


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.uestion 1!

What teaching actions bestacilitate students*learning)

What activities-assignments andassessments or+ best)


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Part %ne

2yths and Error

about Learning athe 'uman $rai


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The 'uman $rainForget that 3ight4Let $rain 2yth

The human brain or+s asa comple5 design ointegrated systems notthrough speciali6ed and

competing right and letbrain unctions!

7To+uhama4Espinosa- 2ind $rain and

Education Science- 08//


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The 'uman $rain

(omple5 mental tas+s andbehaviors and even simpletas+ result rom a comple5coordination o activity inmultiple brain regions

including both the right andlet hemispheres!

73e+art- 08/19


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=o 3esearch Support orUsing Learning Styles

.” there is no ade>uate evidencebase to ?ustiy incorporatinglearning styles assessments intogeneral educational practice!!!

Limited education resources ould

better be devoted to adoptingother educational practices thathave a strong evidence base!@

7Pashler et al- 088;#/8A9


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•Proessor Bohn 'attie 7authoro Cisible Learning9 in 08/0produced a synthesis oyears o educational researchtrying to ,gure out hat hasthe biggest impact uponstudent learning states that-

• %ne o the more ruitlesspursuits is labeling studentsith learning styles!


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We are all visual and auditorylearnersevolution madecertain o it!

7Gosami- 088H9


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=o 3esearch Support or UsingLearning Styles•

&dvocating solely atactileI+inestic style olearning is a mista+e!

• The direct connectivity ound inthe visual and auditory centers

o the brain are not ound inthe tactile modality!

73e+art- 08/19


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=either the somatosensorycortices 7hich processtouch9 nor the cerebellum7motor learning9 ouldproduce the +ind o long

term memories desired inschool!

73e+art- 08/19


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2ultitas+ing is not Possible he Trying to Learn =e Things


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2ultitas+ing does not E5ist unles Tas+s are &utomated

JouKre not actually doingour or ,ve things at once!

7Levitin-08/9


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The $rain (an*t 2ultitas+

%ur brains engage inse>uential tas+ing or unitas+ing shiting rapidly rom one thingto another ithout reali6ing it!

The brain is actually racturingtime into ever smaller partsand ocusing on each thingindividually!

7Levitin-08/9


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2ultitas+ing M Less Productive

People oten thin+ they arebeing more productive henthey try to ?uggle tas+s!

=ot only is se>uential unitas+ing

detrimental to productivity- but itproduces less creative or+ asell!

Levitin- 08/


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2ultitas+ing $urns Energy andStresses the $rain

When people try to do

several things at once44

li+e te5t and listen to alecture-

The brain uses up

o5ygenated glucose at amuch aster rate and releasesthe stress hormone cortisol!

7Levitin-08/9


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2ultitas+ing $urns Energy andStresses the $rain

(ortisol is something thatma+es you eel mentallycloudy and edgy andunhappy!

7Levitin-08/9


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Why do Preteen and Teenage Students 2ultitas+ They are 3esponding to 3eards

• Some behaviors- such aste5ting or using socialmedia- trigger the brain*sreard system!

• %nce the brain has lin+ed a

behavior to that reard- itcontinues to see+ the reardagain and again!

73oper- 08/9


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Students are 3esponding to 3eards

•

That*s hy students areli+ely to opt or the reardo social media hen theyshould be studying!

•%r hy they respond tote5ts hile driving

73oper- 08/9

3eard Pathay in the$rain


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Studies on 2ultitas+ing

Nt gives value to all stimuli sodistractibility increases!

7%phir- =ass and Wagner 088;9


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Stanord University Study

• 3esearch conducted at StanordUniversity in 08/ ound thatmultitas+ing is less productive thandoing a single thing at a time!Students4

/! cannot pay attention44

0! recall inormation441! or sitch rom one ?ob to another

&s ell as those ho complete one tas+at a time!


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Stanord University Study

• They ound that heavy

multitas+ersthose homultitas+ a lot and eel thatit boosts their perormanceere actually worse atmultitas+ing than thoseho li+e to do a singlething at a time!

708/9


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3educing 2ultitas+ing

• 'o can someone overcometheir brain*s attempts todistract)

• $est solution44 physicallyremoving distractions

henever possible!

• Shut don the phone hendriving or disconnect rom Wi4Fi hile doing homeor+!


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Part To

Understanding 'oStudents Learn


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The De,nition o Learning

Learning is a change inthe neuron4patterns othe brain!

7Goldberg- 088;9

!virtualgalen!comI!!!I neurons4small!?pg


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Teachers* De,nition o Learning

Learning is the ability to use inormation atersigni,cant periods o disuse

and

it is the ability to use the inormation to solveproblems that arise in a conte5t diferent 7i

only slightly9 rom the conte5t in hich theinormation as originally taught!

73obert $?or+- Memories and Metamemories, /;;9

Th K P i i l f L


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The Key Principle of LearnerCentered Teaching

Nt is the one ho does or+ ho does the

learning7 Doyle - 088


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The 'uman $rain

• The human brain eighsabout three 719 pounds

• (ontains uadrillion connections

73atey- 088/- Goldberg- 088;9


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We are $orn to Learn

The brain as meant to e5plore and learn

&ttention Drives the (hanges in =euro n


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&ttention Drives the (hanges in =euro4n&ttention Drives Learning

This change is directed by hate pay attention to!

72er6enich and colleagues- U(SF- 08//9


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&ttention Drives the (hanges

&ttention is almostmagical in its ability tophysically alter the brain andenlarge unctional circuits!



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:eeping Students* &ttention

=euroscientists have a saying#Emotion drives attention andattention drives learning this ma+es Attention such a +ey to learning!



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The emotional engagementpathay is efective incapturing and sustaining

attention!



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Dopamine 3eard or Learning

Dopamine is there to reard

your brain or learning neinormation- or engaging inne e5periences!

Without dopamine- studentsould not be interested inlearning or trying ne things!


Dopamine and Learning


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Emotional (ontagion is a :ey to


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Emotional (ontagion is a :ey to:eeping &ttention• & process in hich a

person or group inuencesthe emotions or behavior oanother person or groupthrough the conscious orunconscious induction oemotion states and

behavioral attitudes@!

• Schoeneol- G!- 7/;;89! Emotional contagion#$ehavioral induction in individuals and groups!KK2odern PsychoanalysisQ /A- ;4H/


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$ut the brain*s processingabilities in a given moment arelimited- and attention is the aythe brain allocates its

resources!



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Sound Gains &ttention

Unli+e our eyes our earscan never be shut!

7Eli6abeth La daras9

Sound is an e5cellent ayto gain and regainattention!

&ttention and Learning


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&ttention and Learning

When e attend tosomething e are readyingvarious cognitive process emay need or learning!

(entral 3esource (apacity Theory


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p y y

&ttention capacity ill

increase or decreasedue to#

%ne*s arousal level

Type o tas+

'o people allocate attention

The $rain Learns $est hen in


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The $rain Learns $est hen in2otion


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2ovement and Learning

=atural selection

developed a human brainto solve problems osurvival in outdoor-unstable environmentshile in almost constant

motion!

72edina- 088


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2ovement and Learning

%ur brains ere shaped and

sharpened by movement!

We continue to re>uireregular physical activity inorder or our brains tounction optimally!

73aichlen and Pol+- 08/19

L i i E h d b 2


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Learning is Enhanced by 2ovem

• Sitting is not good or learning!

• Sitting is also not good or our health!

• Nn one teachers classroom#

/!Spelling ords by orming the letters ith bodies

0! Forming punctuation mar+s and e5pressing the eeling o sentthrough movement

1! Learning multiplication by moving in sets o threes and ours

! Discovering the diference beteen lunar and solar eclipses thplanet dances

A! (horeographing our ay across the %regon Trail

Learning and 2o ement


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Learning and 2ovement

• The more the learners used learning

activities ith movement- the highertheir academic achievements-especially ith the olloingactivities#

/! sustained movement4assistedlearning activities

0! physical contact ith the learned

environment1! use o visual and movement

modeling

! socio4+inesthetic interaction

7Shoval- 08//- p! H09!

Students =eed (lear 3ationales or Why


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=eed to Learn What is being Taught

• This is one o the seven

most supported ,ndingsrom brain research aboutlearning!

• Wanting to learn is +ey in

memory development!

(lear 3ationales or Why Students =ee


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Learn What is being Taught

=eurobiological evidence

suggests that the aspects ocognition that e recruitmost heavily in schools-namely learning- attention-memory- decision ma+ing-

and social unctioning- areboth prooundly afected byand subsumed ithin theprocesses o emotionQ ecall these aspects emotional

thought

S d L i


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Spaced Learning

• The biological basis o a

memory is a pathay ocells lin+ed togetherithin the brain!

7Fields- 088A9

S d L i


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Spaced Learning

• 2emory e5perimentsdemonstrated that it is themanner in hich the brain*scells are stimulated thatcauses them to Rsitch on* andlin+ together!

• Surprisingly- constantstimulation o the cell did notma+e the cells sitch on!

• Stimulation had to beseparated by gaps hen thecell as not stimulated!

• 088A b 3! Dou las Fields in Scientifc American!

Spaced Learning


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Spaced Learning

• The brea+through came hen

the team Rbegan to reali6ethat the important actor astime*!

• The length o stimulation asnot vital- but the gapbeteen stimulations as!

• This insight is the basis oSpaced Learning!

Spaced Learning &ctivities Durin


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p g$rea+s$rea+s* last about /8minutes

Students need to do an activitythat is very diferent rom hatthey*re doing during thelearning process!

The most efective ay o doingthis is to carry out a physicalactivity!

Spaced Learning &ctivities


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Spaced Learning &ctivities

%ther types o activities to

try include#

%rigami

Paper4cutting activities

2usical chairs

Play4dough modelling

Light aerobics

$all4handling games 7li+edribbling a bas+etball9!

Ndeal Study Nntervals Spaced


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y pLearning• /8 to 08 o retrieval

intervalsi studyingacts!

• Test in 1 ee+s M0/ days!

• Study every 041 days!

7(epeda (oburn- 3ohrer- Wi5ted- 2o6er and Pashler088;9

Ndeal Study Nntervals


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Ndeal Study Nntervals

The gap allos time or the

physical changes in the brain tota+e place!7De+art- 08/19

&s time passes e have a betteridea o hat e really +no and

hat e still need to studyesee the holes in our understanding

7=elson and Dunlos+ty /;;/9

The $rain Learns in Patterns


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The $rain Learns in Patterns

• Teaching isolated acts

ma+es them harder torecall!

•3ecalling any part o amemory is enough torecall the entire memory!


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SLNDE %=E

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Slide To


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Slide To

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2ultisensory Learning and Teaching is :eEnhanced Student Perormance


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Enhanced Student Perormance

• Cision trumps all otherlearning!

'umans had to#

/! Find ood

0! &void predators1! Find sae places to sleep

! Find a mate

Senses (reate 2ultiple Pathays


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Learning and 2emory

The more senses used

in learning the morepossible connectionsto prior +noledge andthe more pathays are

available or recall!

2ultiple Pathays


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2ultiple Pathays

• Using multiple senses

allos more cognitiveconnections andassociations to be madeith a concept!

• This means more aysthe inormation can betriggered and retrievedrom memory!

'elping Students to 3emember hat They t :


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to :no

Three 3ules

/!3epetition over time7distributive practice9

0!Elaboration o material

1!Wanting to remember

Listen to the 2usic


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Listen to the 2usic

Do you +no the lyrics to

songs that you did not try tolearn and do not ant to +nothe lyrics to)

JES

Practice over Time


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Practice over Time

Practice- Use - 3epetition-

3evie- 3eection orother meaningul ayse engage ith nelearning over time is ama?or +ey to its recall!

Elaborations are the :ey


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Elaborations are the :ey

For better or orse- ourrecollections are largely at themercy o our elaborations

7Daniel Schacter author o the Seven Sins o2emory9


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'o the $rain 2a+es (onnectioand the (hemistry that is at Wo


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and the (hemistry that is at Wohen We Learn!


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Documents

What Makes for Effective Learning and Teaching