2014 Summer Institutes Level 1

1. 2014 Summer Institutes Level 1 Maximizing Student Learning Through Practical Educational Pedagogy

2. 2014 Summer Institutes brought to you by:

3. Session Objectives • Explain the idea of practice and implementation of practical learning pedagogy. • Demonstrate effective teaching methodology that positively affects student learning styles. • Describe the laws of learning and how they apply to your students.

4. Session Objectives continued • Explain and show examples of how to use Howard Gardner’s Multiple Intelligences in a classroom or lab. • Develop a lesson plan that incorporates several levels of learning. • Incorporate learning activities into the classroom that exemplify higher levels of secondary learning in lecture and lab.

5. How Do We Learn? • We cannot help students learn until we truly understand how we learn and what the brain does in the process of learning.

6. What Is Learning? • Learning takes place when there is a change in a student's behavior. It may not be directly observable. Learning is based on observation of behavior changes that result from a person's interaction with their environment. • All learning comes from an individual’s interpretation of the information and situation in which he or she is learning.

7. What Is Learning? continued • An individual's learning may involve changes in any of three areas: • Manner of perceiving and thinking • Physical behavior (motor skills) • Emotional reactions or attitudes • Learning refers to any of these changes when they occur as a result of an experience. So learning cannot be literally described, but the conditions under which learning occurs can be identified. • Instructors must strive to understand these conditions and apply them when teaching.

8. How Do We Learn? The brain is a parallel processor: • Cognition, emotion, imagination, and predisposition operate simultaneously. • The brain also interacts with other modes of information processing.

9. Learning Engages the Entire Physiology Several factors affect learning: • Stress management • Nutrition • Exercise • Relaxation

10. Expansion of General Social and Cultural Information

11. Perceptions Learning comes from the five senses in the brain: • Sight • Hearing • Smell • Taste • Touch

12. How Senses Affect Learning Psychologists have determined that the following percentages of learning come from the following senses: 3% Smell 75% Sight 13% Hearing 6% Touch 3% Taste

13. Perception and Meaning • Perception comes about when we give meaning to sensations. • Real meaning comes from within a person. • Many factors can contribute to perception.

14. Example Testing a steak for doneness includes all five senses, but how those senses are used varies in individuals: • Experienced chef • Student

15. Factors That Affect Perception • Basic needs • Goals and values • Self-concept • Time and opportunity • The element of threat

16. Perception Factors: Basic Needs • Sense of self as an individual • Combination of experiences—past, present, and future • Ability to continue in one’s efforts to learn, grow, and progress • Physical concerns like shelter, safety, and sustenance • Psychological concerns, such as feeling challenged and fulfilled

17. Perception Factors: Goals and Values • Goals: Students will have both short-term and long-term goals, such as: • Passing the class • Learning how to cook a recipe • Attending college • Building a successful career • Values: The ways in which a person will express his or her beliefs • Family, cultural, and religious beliefs all affect a person’s values.

18. Perception Factors: Self-Concept • How we picture ourselves is the most important determinant of learning. • One’s self-image can be confident, secure, or timid.

19. Perception Factors: Time and Opportunity • Time allowed to process new learning and compare to old learning • The order in which things are learned • Connections made from experiences to learning

20. Perception Factors: The Element of Threat • Fear, anxiety, pressure • Generally negative factors, tend to shut down learning

21. Final Thoughts on How We Learn "A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity.“ –Albert Einstein

22. Applying the Laws of Learning • Understanding how individuals learn will help all of us determine how to teach. • Pedagogy has progressed since the beginning of the 20th century to incorporate many learning styles.

23. Formal Pedagogy: A Historical Perspective • Pedagogy is based on the content—not the learner. • The instructor’s responsibilities: • Provide expertise • Decide on the structure of the learning process • Lecture students • Test students • Grade students’ efforts

24. Historical Perspective of Pedagogy • The learners’ success is based on their ability to understand the teacher’s perspective and expectations. • The learner’s self-concept is dependent on what the instructor’s concept of the learner is. • The instructor’s experience and learning materials are the primary resources for learning. • Transmittal techniques such as lectures and assigned readings are the backbone of pedagogical methodology.

25. Exercise • The following is a right brain/left brain exercise. • See if you can spot the man in the coffee beans in the following slide in less than one minute.

27. Possible Results • Doctors have concluded that if you find the man in the coffee beans in three seconds, the right half of your brain is better developed than most people. • If you find the man between three seconds and one minute, the right half of the brain is developed normally. • If you find the man between one minute and three minutes, then the right half of your brain is functioning slowly and you need to eat more protein. • If you have not found the man after three minutes, seek out more of this type of exercise to make that part of the brain stronger!

28. Edward Thorndike • Faculty at Teachers College, Columbia University (1899-1940) • President of American Psychological Association (1912) • Second president of Psychometric Society • Author of The Fundamentals of Learning (1932), which states that learners learn on multiple levels

29. The Laws of Learning The six laws of learning developed by Thorndike are: • Readiness • Exercise • Effect • Primacy • Intensity • Recency

30. The Law of Readiness • Individuals learn best when they are ready to do so. • They do not learn if there is no reason to learn. In the classroom: • Make sure students are ready to learn. • For example, open your class with an exercise that gets their juices flowing, an idea or concept, a question to ponder, a joke or story, or a review of yesterday’s material.

31. The Law of Exercise • Those things most often repeated are best remembered. In the classroom: • Repetition, repetition, repetition, repetition • Use practice and drills of mother sauces, time and temperature requirements, knife cuts, sautéing a piece of bread, etc.

32. The Law of Effect • Learning is strengthened when accompanied by a pleasant or satisfying feeling. • Learning fails when a student feels defeated before even beginning. • Frustration, anger, futility, or confusion contribute to failed learning. In the classroom: • Start class off with a tasting of the final product being prepared that day. • Encourage students to use their senses to identify ingredients they are tasting in a sample of a final product before they make it themselves.

33. Examples • Talk about favorite childhood memories regarding meals eaten at home. • Tell all students they will start the class with an “A” and must work to keep the “A” throughout the class. • Make sure your lesson is well organized and materials are together. Keep a good mise en place list.

34. Learning Is Emotional • Feelings and attitudes are part of learning.

35. The Law of Primacy • What is taught the first time should be correct. • Unlearning is harder than learning. In the classroom: • Be sure your recipes are exact.

36. The Law of Intensity • Learning should be an exciting experience. • Learning should be interactive. • Doing is always better than listening or watching. In the classroom: • Use a variety of media to deliver the content. • Design group activities in which everyone must take part.

37. The Law of Recency • Things most recently learned are best remembered. • Review, summarize, and then review again. In the classroom: • Use quizzes between major exams to help students practice. • Incorporate content most recently learned into current activities.

38. Multiple Intelligences • Howard Gardner is professor of cognition and education at the Harvard Graduate School of Education. He also holds the positions of adjunct professor of psychology. • He postulated the theory that people learn through multiple intelligences. • The laws of learning are related to the way a lesson is presented and received, while the multiple intelligences are based on how a learner interprets and retains the material.

39. Types of Multiple Intelligences • Verbal/Linguistic • Logical/Mathematical • Visual/Spatial • Body/Kinesthetic • Musical/Rhythmic • Interpersonal • Intrapersonal

40. Verbal/Linguistic • Language arts-based • Assessment instruments: • Written essays • Vocabulary quizzes • Learning logs and journals • Listening and reporting

41. Logical/Mathematical • Cognitive patterns-based • Assessment instruments: • Pattern games • Mental menus and formulas • Inductive and deductive reasoning • Logical analysis and critique

42. Visual/Spatial • Imaginable-based • Assessment instruments: • Murals and montages • Visual and imagination • Video recording and photography • Manipulative demonstrations

43. Body/Kinesthetic • Performance-based • Assessment instruments • Lab experiments • Charades and mimes • Physical exercise and games • Skill demonstrations • Invention projects

44. Musical/Rhythmic • Auditory-based • Assessment instruments: • Creating concept songs and raps • Composing music • Creating percussion patterns • Linking music and rhythm with concepts

45. Interpersonal Intelligence • Relational-based • Assessment instruments: • Explaining or teaching another • Assess your teammates • Test, coach and retest • Giving and receiving feedback

46. Intrapersonal Intelligence • Psychological-based • Assessment instruments: • Personal application scenarios • Feelings diaries and logs • Personal projection • Personal priorities and goals

47. Self-Directed Learning • Self-directed learning occurs when a learner, rather than an institution, controls both the learning objectives and the means of learning. It is a continuous process, often informal, and an important factor in lifelong learning. • Many adults engage in self-directed learning to improve their work performance. Others carry on self-directed learning in recreational arts and hobbies, matters of health, family and community, or simply to increase their intellectual resources

48. Traditional vs. Modern Pedagogy • Traditional pedagogy is teacher-centered, with the teacher controlling the learning environment of the student. • Modern pedagogy is student-centered, with students working to control their own learning environment.

49. Developing the Lesson Plan The five-step plan: • Preparation • Presentation • Application/Performance • Assessment/Evaluation • Analysis/Review

50. Preparation The teacher starts the lesson with something already known to the class. • What does the student know and what does the student need to know? • How does that student receive the information using Multiple Intelligences and the Laws of Learning principles? • What tools are needed in order to make the lesson effective: material, physical, and intrinsic?