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The most interesting things I’ve learnt about learning Jason Yip [email protected] [email protected] @jchyip http://jchyip.blogspot.com

The Most Interesting Things I've Learnt About Learning

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A collection of learning concepts that I thought most people would find interesting and unexpected

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Page 1: The Most Interesting Things I've Learnt About Learning

The most interesting things I’ve learnt about learning

Jason Yip

[email protected]@thoughtworks.com

@jchyiphttp://jchyip.blogspot.com

Page 2: The Most Interesting Things I've Learnt About Learning

Break up into small groups of 5

• 10 minutes• Identify a skill that you know very

well and design an approach to teach it, including assessment

• Include rationale for choices if you can

Page 3: The Most Interesting Things I've Learnt About Learning

Prepare for redesign

1. I will introduce some concepts2. Jot down ideas for improvement for

your teaching approach3. Share with group at end

Page 4: The Most Interesting Things I've Learnt About Learning

MASTERY VS GRADES

Page 5: The Most Interesting Things I've Learnt About Learning

In Australia, what is a passing grade?

• Letter or %?

Page 6: The Most Interesting Things I've Learnt About Learning

Simple availability calculation

50% 50%

0.5 * 0.5 = 0.25 or 25%

Page 7: The Most Interesting Things I've Learnt About Learning

Compound skill

A B C

AA BB CC DD

Just passed… Aced it! Did ok… Just passed…

What level of performance do we expect here?

Page 8: The Most Interesting Things I've Learnt About Learning

Can do it or can’t

do it; there is no “passing grade”

http://www.flickr.com/photos/bwjones/2619602001/in/photostream/

Page 9: The Most Interesting Things I've Learnt About Learning

Compound skill

A B C

Page 10: The Most Interesting Things I've Learnt About Learning

ROUTINE VS ADAPTIVE EXPERTISE

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d

d = ½gt2

What is d if…

t = 2 sg = 10 m / s2

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Let’s work through it

d = ½gt2

d = ½(10)(2) 2

d = 5 * 4d = 20

But I’m sure you could do this faster…

Page 13: The Most Interesting Things I've Learnt About Learning

Speed round

1. I’ll show the question and 3 possible answers

2. Raise 1 finger to choose the first answer, 2 to choose the second, 3 to choose the third

3. Answer as fast as you can4. Ready?

Page 14: The Most Interesting Things I've Learnt About Learning

Dropped from the same height, ignoring air resistance, which one hits the ground first?

(1) (2) (3)

Other

Page 15: The Most Interesting Things I've Learnt About Learning

Were we learning an equation or an underlying concept?

Page 16: The Most Interesting Things I've Learnt About Learning

Speed round 2

1. I’ll show the question and 3 possible answers

2. Raise 1 finger to choose the first answer, 2 to choose the second, 3 to choose the third

3. Answer as fast as you can4. Ready?

Page 17: The Most Interesting Things I've Learnt About Learning

(1)

(2)

(3)

You’re about to shoot at an apple when it just starts to fall out of the tree. Where should you aim?

Page 18: The Most Interesting Things I've Learnt About Learning

Adaptive Expertise

(survives change in context)

Routine Expertise

(context-specific)Indistinguishable without change in context

Page 19: The Most Interesting Things I've Learnt About Learning

Superficial

Semantic

Qualitative

What equation do I use?

The equation indicates that d is independent of mass

Just shoot the apple, the arrow will fall at the same rate

Necessary for Adaptive Expertise

Page 20: The Most Interesting Things I've Learnt About Learning

Routine expertise comes from mastering visible behaviour; adaptive

expertise comes from mastering invisible concepts

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MISCONCEPTIONS

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Did you know this?

• The success of Toyota comes from the cumulative impact of daily kaizen from every employee

Page 23: The Most Interesting Things I've Learnt About Learning

How many people agree with this?

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Actually that’s wrong

• Most impact of improvements come from project kaizen and strategic kaizen. Daily kaizen is not about impact so much as learning and values

http://kaizeninstituteindia.wordpress.com/2013/06/12/kaizen-flag-its-all-about-people-people-people/

Page 25: The Most Interesting Things I've Learnt About Learning

How did you feel when I said “Actually, that’s wrong”?

Page 26: The Most Interesting Things I've Learnt About Learning

This is not learning

• “blah blah blah A”• “Yeah, I already knew about B”

Page 27: The Most Interesting Things I've Learnt About Learning

This is learning

• “blah blah blah B”• “Yeah, I already knew about B”• “Actually, B is wrong. Blah blah blah

A.”• “Huh?”

Page 28: The Most Interesting Things I've Learnt About Learning

“Yeah, I already knew that” = not learning

“Huh?” = learning

Page 29: The Most Interesting Things I've Learnt About Learning

If it feels comfortable, you’re probably not learning anything

Page 30: The Most Interesting Things I've Learnt About Learning

Learning starts with unlearning misconceptions

Page 31: The Most Interesting Things I've Learnt About Learning

SIMULATIONS VS DELIBERATE PRACTICE

Page 32: The Most Interesting Things I've Learnt About Learning

How many people have played an Agile game / simulation?

Page 33: The Most Interesting Things I've Learnt About Learning

Try to think back to what was happening and how you felt. How many people when playing the game, were playing to win?

Page 34: The Most Interesting Things I've Learnt About Learning

How many people were playing the game, intentionally focusing on exercising their weaknesses and thus probably losing the

game?

Page 35: The Most Interesting Things I've Learnt About Learning

What stage is best for performance?

1. Unconscious incompetence2. Conscious incompetence3. Conscious competence4. Unconscious competence

Page 36: The Most Interesting Things I've Learnt About Learning

What stage is best for learning?

1. Unconscious incompetence2. Conscious incompetence3. Conscious competence4. Unconscious competence

Page 37: The Most Interesting Things I've Learnt About Learning

There is no learning when you are in flow

Page 38: The Most Interesting Things I've Learnt About Learning

Staying conscious and out of flow during practice is a deliberate act, hence “deliberate practice”

Page 39: The Most Interesting Things I've Learnt About Learning

In simulations and games people tend to exercise their strengths; deliberate practice needs to address weaknesses

Page 40: The Most Interesting Things I've Learnt About Learning

TEACH ONE CONCEPT AT A TIME

Page 41: The Most Interesting Things I've Learnt About Learning

What’s the better delivery approach?

Page 42: The Most Interesting Things I've Learnt About Learning

Why?

Page 43: The Most Interesting Things I've Learnt About Learning

What’s the better learning approach?

Page 44: The Most Interesting Things I've Learnt About Learning

We only have so much working memory (7+/-2)

See also http://en.wikipedia.org/wiki/Cognitive_load

Page 45: The Most Interesting Things I've Learnt About Learning

One-point lessons

• “…create lessons based on a single point, typically on a single piece of paper, which is then reviewed during the daily meeting.”

http://jchyip.blogspot.com.au/2012/01/instead-of-teaching-whole-bunch-of.html

Page 46: The Most Interesting Things I've Learnt About Learning

THEORY VS PRACTICE

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If someone understands all the theoretical concepts behind a skill, but never practices, will

they master the skill?

Page 48: The Most Interesting Things I've Learnt About Learning

If someone practices but has no real understanding about theory and rationale, will they master the skill?

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Theory without practice means no skill; practice without theory means

wasted effort

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So, what’s the role of a teacher?

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Effective teaching is not about conveying facts so

much as enabling effective practice and exploration

Page 52: The Most Interesting Things I've Learnt About Learning

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