Peering Into the Deep: How We Learn

1
Peering Into the DeepHow We Learn

• Celita DeArmond
• San Antonio College Library
• Reference Distance Learning Librarian
• cdearmon_at_accd.edu
• http//www.accd.edu/sac/lrc/librns/celita/peering2
  .htm

2
Key Concepts

• Overall focus on the process of learning
• Sample learning styles
• Learner-Centered principles
• Critical thinking ? higher order thinking
• Learning Outcomes

3
Teaching Communicating

• The single biggest problem in communication is
  the illusion that it has taken place.
• -George Bernard Shaw

http//www.bjbarton.com/educationalgal/
4
Consider

• I taught it but they didnt learn it
• Which came first, teaching or learning?
• Is learning a natural process?
• Is teaching a natural process?

5
Learning Its All In Our Heads
6
(No Transcript)
7
Expectations

• Tell me, and I will forget. Show me, and I may
  remember. Involve me, and I will understand.
• Confucius, 551 B.C. - 479 B.C.

8
Think-Pair-Share

• Describe your worst class ever.
• Describe your best class ever.
• What was the deciding factor that made one
  experience the worst class and the other the
  best class?
• We carry our experiences into the classroom with
  us. So do students.

9
A Journey from Us to Them

• How do you start class first 5 min?
• What 3 things should students know when they
  leave your class?

10
Learning Styles Inventory

• Bernice McCarthy 4MAT
• Based on Kolbs experiential learning
• Learning is a continual process
• Change ideas through experience
• Kolb influenced by Piaget, Lewin, Dewey

11
Fun with Learning Styles! not an excuse, nor a
label
http//www.mnispi.org/cartoon/2001/
12
Learning Styles Inventory 4MAT

• Online _at_ http//www.cse.fau.edu/7Emaria/COURSES/C
  AP5100-UI/LearningStyles.html
• Rank each item in your preferred order, 4 to 1
• 4 most like you, 1 least like you
• Order the two remaining, no duplicates!
• At the end, write down your preferred type,
  opposite type and total scores on all four types

13
Kolbs Experiential Learning Cycle
http//www.hayresourcesdirect.haygroup.com/Learnin
g_Self-Development/Assessments_Surveys/Learning_St
yle_Inventory/chart_full.asp
14
4MATs Curriculum Cycle
http//flexways.flexiblelearning.net.au/learning/4
mat.asp
15
4MAT Curriculum Cycle

• Type 1 Engage interest WHY?
• Method Discussion
• Type 2 Give information WHAT?
• Method Informational
• Type 3 Test skills theories HOW?
• Method Let Them Try It
• Type 4 Apply share ideas IF?
• Method Self-discovery
• Lather, Rinse, Repeat!

The following four slides contain content
from About teaching 4MAT in the classroom by
Bernice McCarthy. Wauconda, Ill. About
Learning, Inc., c 2000.
16
Type 1 WHY?

• Begin where the students are
• Make personal connections based on experience
• Converse and discuss, listen (dont tell)
• Experience camaraderie, Ive been there, too
• Create a sense of I know something about this,
  and I want to know more
• Make meaning
• Why do I need to know this?
• Why is this material valuable in my life?
• Is there a larger context?

17
Type 2 - WHAT?

• Examine information with the most salient facts
• Link subjective experience with objective knowing
• Organize, Classify, Compare, Theorize
• Connect to other similar ideas
• Create knowledge that will give a solid ground to
  further understanding
• Move to objectivity
• What is this concept?
• What are the facts?
• What is the underlying theory?

18
Type 3 HOW?

• Return learning back to students
• Experiment, test, predict, question, compare
• Resolve discrepancies, reach conclusions
• Link theory and application
• Create an opportunity for students to discover
  how valid the learning is for them
• Put it to use
• How will I use this in my real life?
• How will this content affect my power?
• How can I use this to solve problems?

19
Type 4 IF?

• Give guidance and feedback
• Adapt, modify, rework
• Summarize, synthesize
• Make new connections
• Create an opportunity for sharing results,
  formulating new questions
• Evaluate
• Was this worth doing?
• Can I share this knowledge to help others?
• Are there other questions left to answer?

20
Think-Share

• What is your preferred 4MAT learning style?
• Are you surprised? Do you agree with the type
  description? Why or why not?
• Do you think youre already addressing some of
  these preferred learning styles for students?
  Some perhaps more than others? Explain.

21
4MAT / Kolb cont.

• Learning is affected by
• Content issues prior knowledge, experience
• Cognitive issues reasoning, processing
  preferences
• Motivation issues goal orientation, self-concept

22
Learner-Centered Principles

• 14 Learner-Centered Psychological Principles by
  the American Psychological Association (APA)
• Dr. Barbara McCombs
• Cognitive Metacognitive factors
• Motivational Affective factors
• Developmental Social
• Individual Differences
• Online _at_ http//www.apa.org/ed/lcp2/lcp14.html

23
Are you learner-centered?

• Believe that learning is a natural process
• Encourage the active and reflective nature of
  learning and learners
• Facilitate (not dictate) the learning experience
• Give students ownership over the learning
  experience invite them into the process
• Share who you are as a person
• Validate students past experiences emotions
• 3 Key Things for Effectiveness content, quality
  of teacher, student perceptions

24
Blooms Taxonomy
http//web.odu.edu/webroot/instr/ED/llschult.nsf/p
ages/blooms
25
Teaching to Outcomes

• What are the most important outcomes? What skills
  or concepts are most transferable?
• What can you teach (and the students learn) in a
  one-shot class?
• How can we fold higher order thinking skills and
  multiple learning styles into instruction while
  being student-centered?

26
ACRL InformationLiteracy Standards

• Five Standards
• Determine the kind quantity of info
• Access info effectively efficiently
• Evaluate info its sources critically
• Use info successfully for a specific purpose
• Access use info ethically legally.
• Performance Indicators for each Standard
• LEARNING OUTCOMES for each P. I.

http//www.ala.org/ala/acrl/acrlstandards/informat
ionliteracycompetency.htm
27
Cognitive Research
http//www.jcu.edu.au/studying/services/studyskill
s/notetaking/active.html
28
Think-Pair-Share / Us to Them

• 1. For the first 5 minutes of class
• Create a WHY scenario.
• How can you tie your teaching in to student
  experiences? How can you invite them into the
  process of learning?
• (No broccoli defense its good for you!)
• 2. From the 3 things you want students to know
• Create a learning outcome for 1 thing.
• What should students be able to do when they
  leave your class? Use trigger words from the
  Blooms Taxonomy to start your outcome statement.
  No KNOW.
• 3. Plan an activity
• Help students accomplish the learning outcome.
• Do you need to explain concepts? Show examples?
  (WHAT) Will you let them experiment and apply?
  (HOW) Will you provide feedback and an
  opportunity to share? (IF)

29
Three Books heart, mind, soul

• The Courage to Teach Parker Palmer, 1997
• Teaching as a Subversive Activity Neil Postman
  Charles Weingartner, 1969
• Zen the Art of Motorcycle Maintenance Robert
  Pirsig, 1975