Transcript In One Ear & Out the Other:

In One Ear & Out the Other:
A Conversation about Memory
& Learning in the Classroom
Donna W Bailey, RN, PhD
Adjunct Assistant Professor
School of Nursing
Graduate Student Teaching Consultant
The Center for Faculty Excellence
316 Wilson Library, CB#3470
Chapel Hill, North Carolina 27599-3470
919-966-1289
[email protected]
Together we can tell our stories, use our
imaginations, and learn from each other
to ensure the highest quality of teaching
and learning in higher education.
Adapted from Edwards, M. (2015), Share your experience north of the
border. Bold Voices(7), 1, 17.
Session Plan
•
•
•
•
Brief overview (5-10 minutes)
Your questions
Summary
Next steps
List Five Things That You
Want To Talk About Related
To Memory And Learning In
The Classroom
Adapted from Guramatunhu-Mudiwa, P. (2015). Using Games for Deconstruction and Reflection in
Teaching. Retrieved from http://www.cideronline.org/conference/presentation1.cfm?pid=2145
What Do We Know about Memory and Learning?
• Short Term Memory not as limited as once thought
• Attending to more than one area may be limiting
• Attending and responding
• Frequent testing fosters rather than inhibits learning
Miller, M. D. (2011). What college teachers should know about memory: A perspective from cognitive
psychology. College Teaching, 59(3), 117-122. doi:10.1080/87567555.2011.580636
Short Term Memory Not As Limited As Once
Thought
BUT
Attending To More Than One Area May Be Limiting
/
Image: 38pitches.com. (2013). Multitasking & anxiety: 2 destructive myths most companies still live by. Retrieved from http://38pitches.com/2-destructive-myths-most-companies-still-live-by
Attending and Responding
Image: Center for Enhanced Learning and Teaching. (2014). Teaching with clickers. Retrieved from http://celt.ust.hk/teaching-resources/teaching-clickers
Frequent Testing Fosters Rather Than Inhibits
Learning
Students Should Be
Tested More, Not Less
Image: Leahy, J. 2014, January 21). Students should be tested more, not less. Retrieved from http://www.theatlantic.com/education/archive/2014/01/students-should-be-tested-more-notless/283195/
So What Are the Implications of Understanding
Memory for Student Learning
•
•
•
•
•
•
Attention (Bloom et al.)
Encoding (
Store
Elaborate
Retrieval
Rehearsal
So What Are the Implications of Understanding
Memory for Student Learning
• Attention
– Self regulation
– Metacognition
• Encoding
– Note-taking
– Self questioning
– Practice
• Store
– Practice
– Interleaved practice
• Elaborate
– Self-explanation
– Elaborative interrogation
• Retrieval
– Practice testing
– Distributed practice
– Interleaved practice
So What Are the Implications of Understanding Memory
for Our Teaching
So What Are the Implications of Understanding
Memory for Our Teaching
• Attention Strategies
– Lesson objectives
– Transition activities
– Pauses
– Summaries/breaks
– Focusing questions
• Effective encoding strategies
– Note-taking
– Visual representations
– Alternative encoding practice/multiple
channels
– Feedback
• Store
– Review
– Patterns
– Cues
• Elaborate
– Connections
– Assignments
– Self/group questions
• Retrieve
– Quizzes
– Questions
– Peer teaching
What Do We Need to Know/Value/Do Next?
Learning
Know
Value
Teaching
Do
Know
Value
Do
Summary
•
•
•
•
•
•
•
Prior knowledge
How students organize knowledge
Motivation
Skill acquisition, integrative practice, appropriate application
Goal-directed practice
Level of student development and SEI climate
Metacognition
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart
teaching. Jossey Bass.
Bibliography
• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning
works: 7 research-based principles for smart teaching Jossey Bass.
• Doyle, T. & Zakrajsek, T. (2013). The new science of learning: How to learn in harmony with your
brain. Sterling, Virginia: Stylus.
• Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’
learning with effective learning techniques: Promising directions from cognitive and educational
psychology. Psychological Science in the Public Interest, 14(1), 4-58. doi:10.1177/1529100612453266
• Gathercole, S.E. & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers.
Los Angeles: Sage Publications.
• Miller, M. D. (2011). What college teachers should know about memory: A perspective from cognitive
psychology. College Teaching, 59(3), 117-122. doi:10.1080/87567555.2011.580636
• Schacter, D. L., Chiao, J. Y., & Mitchell, J. P. (2003). The seven sins of memory. Annals of the New York
Academy of Sciences, 1001(1), 226-239. doi:10.1196/annals.1279.012.
Images
• 38pitches.com. (2013). Multitasking & anxiety: 2 destructive myths
most companies still live by. Retrieved from http://38pitches.com/2destructive-myths-most-companies-still-live-by/
• Center for Enhanced Learning and Teaching. (2014). Teaching with
clickers. Retrieved from http://celt.ust.hk/teaching-resources/teachingclickers
• Leahy, J. 2014, January 21). Students should be tested more, not less.
Retrieved from
http://www.theatlantic.com/education/archive/2014/01/studentsshould-be-tested-more-not-less/283195/
Schacter, D. L., Chiao, J. Y., & Mitchell, J. P. (2003). The seven sins of memory. Annals of the New York
Academy of Sciences, 1001(1), 226-239. doi:10.1196/annals.1279.012