how_learning_works
Intro: Bridging Learning Research and Teaching Practice
WHAT IS LEARNING?
OUR PRINCIPLES OF LEARNING
WHAT MAKES THESE PRINCIPLES POWERFUL?
INTENDED AUDIENCES
HOW TO READ THIS BOOK
Stories
Analyze to introduce the learning principle
Related researches
why
Strategies
how-to
Ch_1: Prior Knowledge
S/A(Stories/Analyze)
But They Said They Knew This! @Professor Soo Yon Won
Why Is This So Hard for Them to Understand? @Professor Anatole Dione
P(principle)
Students’ prior knowledge can help or hinder learning.
R(Research)
Activating Prior Knowledge
Accurate but Insuffi cient Prior Knowledge
Inappropriate Prior Knowledge
Inaccurate Prior Knowledge
time
patience
creativity
S(Strategies)
Gauge
Talk to Colleagues
Administer a Diagnostic Assessment
maybe concept inventories?
Have Students Assess Their Own Prior Knowledge
though not necessarily foolproof
a list of concepts and skills
using a scale that ranges from cursory familiarity...to...
See Appendix A for more
maybe use tools like google form to collect and analyze result
Use Brainstorming to Reveal Prior Knowledge
does not provide a systematic gauge
need to differentiate accurate/inaccurate and appropriately/inappropriately applied knowledge
Assign a Concept Map Activity
???have some similarities with brainstorming. but they seems all mindmap...
Look for Patterns of Error in Student Work
???we can do this at "administer a diagnostic assessment" too
Activate
link old knowledge itself
???How to? brainstorm or a concept map can do this?
this can generate inaccurate and inappropriate as well as accurate and relevant knowledge
link new knowledge with old knowledge(previous courses)
link new knowledge with relatively new knowledge( your courses)
Sometimes all it takes to activate students' relevant prior knowledge is a slight prompt,
encourage students to do this
it's fairly important, "Education is not filling a bucket, but lighting a fire."
Use Analogies and Examples That Connect to Students’ Everyday Knowledge
Ask Students to Reason on the Basis of Relevant Prior Knowledge
this part is related with ch_2
Address gaps
Identify the Prior Knowledge You Expect Students to Have
know what you really want the students to know
(See “ Strategies to Expose and Reinforce Component Skills ” in Chapter Four.)
Remediate Insufficient Prerequisite Knowledge
if only a few students lack...
if a small number students lack...
if a large number of students lack...
If a sizable proportion of your class lacks...
knowledge in the wrong contexts
Highlight Conditions of Applicability
strict rules
or concrete examples
Provide Heuristics to Help Students Avoid Inappropriate Application of Knowledge
Explicitly Identify Discipline - Specific Conventions
Show Where Analogies Break Down
revise and rethink inaccurate knowledge
Ask Students to Make and Test Predictions
Ask Students to Justify Their Reasoning
Provide Multiple Opportunities for Students to Use Accurate Knowledge
replacing inaccurate knowledge with accurate knowledge requires not just introducing accurate knowledge but also...
Allow Sufficient Time
Ch_2: Organize Knowledge
S/A
That Didn't Work Out the Way I Anticipated @Professor Rachel Rothman
There Must Be a Better Way! @Professor Anand Patel
P
How students organize knowledge influences how they learn and apply what they know.
R
Knowledge Organization: Form Fits Function
Experts’ Versus Novices’ Knowledge Organizations: The Density of Connections
Experts’ Versus Students’ Knowledge Structures: The Nature of the Connections
provide initial schemes
monitor students' study process
S
Reveal and Enhance Knowledge Organizations
Create a Concept Map to Analyze Your Own Knowledge Organization
teach students your key features in your concept map
Analyze Tasks to Identify the Most Appropriate Knowledge Organization
big picture(biggest!)
Provide Students with the Organizational Structure of the Course
small picture(not so small!)(each lecture)
Explicitly Share the Organization of Each Lecture, Lab, or Discussion
Imo, I think this is quite important. If student develop a new way to organize knowledge, he/she will find another way to looking the whole system, and he/she may find something that others don't find before.
Use Contrasting and Boundary Cases to Highlight Organizing Features
Explicitly Highlight Deep Features
Make Connections Among Concepts Explicit
Encourage Students to Work with Multiple Organizing Structures
Ask Students to Draw a Concept Map to Expose Their Knowledge Organizations
(see Appendix B for more information on what concept maps are and how to create them).
Use a Sorting Task to Expose Students ’ Knowledge Organizations
Monitor Students ’ Work for Problems in Their Knowledge Organization
Book web Ref: http://www.cmu.edu/teaching/index.html