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This is Important: Before we get started, could you please…

This is Important: Before we get started, could you please…. Use the Four Questions worksheet provided to prepare a short memorable introduction of yourself with answers to the four questions listed. Four Questions to Prime Self-Directed Learning.

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This is Important: Before we get started, could you please…

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  1. This is Important:Before we get started, could you please… Use the Four Questions worksheet provided to prepare a short memorable introduction of yourself with answers to the four questions listed

  2. Four Questions to Prime Self-Directed Learning

  3. MetaLearning: Why Students Need Brain-Based Learning and How to Teach Them Presented for WASC attendees ~ 2012 Stephen Carroll, PhD Melissa Ganus, EdD, MBA

  4. Framing Our Objectives • Motivate you to try metalearning techniques with your students to help them become more effective learners • Provide you with theories, resources, tools and inspiration to help you develop your own metalearning lessons • Provide you with tools to prove it works

  5. The Problem: • Students arrive in our classrooms knowing very little about the kinds of learning they are expected to do in college • Much of what they do “know” is wrong • Using the habits of learning they developed in high school leads to inefficient and ineffective learning • Reduced performance caused by the inaptness of their learning habits creates motivation and engagement problems that further reduce their academic performance—and learning.

  6. The Solution: • Teach students how to learn • Metalearning Flight School is based on current research in cognitive science, the neurobiology of learning and learning theory • Four years worth of data and experience show that it makes a significant difference in students’ learning • It’s especially effective in making students more self-motivated and more self-directed learners

  7. Videos • Videos available at Learninghabits.wordpress.com Youtube.com/user/learninghabits

  8. Notes You Can Use Date, Course, Page # Notes on what’s being presented This makes sense! Thoughts & feelings that arise Q: How does this connect with … ? Summary Reflections: ASAP – before sleepingWhat’s worth reviewing & remembering? For Best Results: Review Summary within 24 hours Summary:

  9. Quality of Life: Key Correlates • To move from “I want to be happy” to concrete objectives that will help them elevate quality of life, it is helpful to understand what’s correlated with high quality of life • Sources: • Gallup Poll • Positive Psychology • Gross National Happiness • We want to move them toward habits that will help them build quality of life

  10. Defining Learning

  11. Typical Answers - Understanding • Knowing something • Understanding something • Being able to teach something • Getting it • Eureka! • Making a connection to something new • Insight • Discovery • Enlightenment • Knowing that (vs knowing how) • Memorizing • Being able to recall • Remembering something • Understanding the principles • Seeing the logic • Being able to extrapolate • Seeing how it works • Epiphany

  12. Typical Answers - Skills • Being able to do something • Knowing how • Facility • Doing it • Mastering a procedure or process • Increasing level of proficiency • Following correct procedures • Being able to use what I know • Being able to apply something in a new situation • Acquiring the knack of something • Gains in craftsmanship • Getting better at something

  13. Typical Answers - Affective • Learning to like something • Getting engaged • Being inspired • Being motivated • Finding joy • Wanting to do more • Wanting to practice • Looking for chnaces to use what I know • Learning to love something • Learning to see the beauty or complexity or artistry in something • Learning to appreciate something • Gaining confidence • Becoming more interested in something

  14. Typical Answers - Habits • Being able to do something without paying a lot of attention • Doing things automatically • Integrating what I know into my life • Using what I know as a matter of course • Knowing when to use what I've learned • Ability to improvise based on what I already know

  15. Neurobics • Cross-lateral activity

  16. The ART of Learning • Acquire new material • Retain new material • Transfer use of new material A R T

  17. The ART of Learning. A is for Acquisition. Mnemonic=ABC: Actively Build Connections.

  18. Multiple neurons firing

  19. A Basic Brain—not very fold-ey

  20. A Better Brain—more fold-ey

  21. Goals • Fat sausages • Foldey lobes • Hairy neurons

  22. The ART of Learning R is RETAIN (Acronym) • Review, • Explain (Explore), • Test, • Analyze, • INtegrate.

  23. Key Factors Shaping Retention” • Strong emotion • Repetition and reinforcement • Sleep (then review) • Exercise • Hydration and nutrition • Richness of the learning and studying environments

  24. The ART of Learning T is for Transfer (Bus transfer, job transfer) Transfer is always about taking what you know and applying it to what you don’t know

  25. Teaching for Transfer • Transfer is about pattern recognition and • Changing set • It is the most difficult part of learning • … and the least practiced! • Students need to practice as much as possible

  26. Principles derived from neurobiology: • Learning works best when it is conscious • Learning actively connects new info to old info • Learning requires real effort (difficult is good) • Self-motivation accelerates learning by reducing resistance (electrically and metaphorically) • Practice is critical: • Multiple modes of practice create richer and more persistent connections • Reinforce learning within 24 hours to move what was learned from short-term to long-term memory.

  27. What Counts as a Habit? • Periodic Routines & other activities we engage in without having to “think too hard” • Activities or ways of thinking we do automaticallywhen something we perceive triggers them. Typical instinctive reactions or learned patterns. In context X, IF trigger Y is perceived , THEN reaction/response Z

  28. Stages of Change Modelbased on the Transtheoretical Model developed by James O. Prochaska

  29. Stages of Change Modelbased on the Transtheoretical Model developed by James O. Prochaska

  30. Applying the Stages of Change Model

  31. Learning Assessment for Courses The Student Assessment of theirLearningGains (SALG) Free Tools at www.salgsite.org

  32. Learning Assessment for Sessions The Self-Assessment of Increases in Learning (SAIL)

  33. Thank You!Questions?Stephen: step.carroll@gmail.comMel: ganus.research@gmail.com

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