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Assessment Workshop

This workshop, led by experts including David Bos, Clarissa Dirks, and others, explores key strategies based on "How People Learn" by the National Research Council. We will examine three major findings: addressing student misconceptions, building a solid foundation of factual knowledge alongside conceptual frameworks, and enhancing metacognition in students. The session features engaging activities such as the chessboard challenge to illustrate how different levels of expertise influence learning, along with teaching methodologies like discussions, demonstrations, and audio-visual aids.

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Assessment Workshop

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Presentation Transcript

  1. Assessment Workshop David Bos Clarissa Dirks Michelle Withers Rebecca Orr Pushpa Ramakrishna

  2. How People Learn Clarissa Dirks – The Evergreen State College Adapted from Mary Pat Wenderoth University of Washington

  3. How People Learn National Research Council 1999 Three major findings: 1. Address students’ misconceptions 2. Build both a deep foundation of factual knowledge AND strong conceptual framework. 3. Enhance students’ ability to monitor learning (metacognition)

  4. The value of conceptual frameworks The chessboard challenge How People Learn, Chase & Simon 1973

  5. Correctly place the 25 chess pieces

  6. Chess masters – Class A players – Beginners

  7. Board #2 Why didn’t they get the same results? Conceptual Framework!

  8. Science of Learning • Audio-visual • Demonstration • Discussion • Lecture • Practice • Reading • Teaching NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314 http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

  9. Science of Learning • Audio-visual • Demonstration • Discussion • Lecture • Practice • Reading • Teaching NTL Institute for Applied Behavioral Science 300 N. Lee Street, Suite 300, Alexandria, VA 22314 http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

  10. Science of Learning teaching • Audio-visual • Demonstration • Discussion • Lecture • Practice • Reading • Teaching practice discussion demonstration audio-visual reading lecture For students, teaching is uncomfortable and lecture is comfortable. We need to help students figure out what they don’t know (i.e. metacognition).

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