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The Most Interesting Things I've Learnt About Learning

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A collection of learning concepts that I thought most people would find interesting and unexpected

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The Most Interesting Things I've Learnt About Learning

  1. 1. The most interesting things I’ve learnt about learning Jason Yip j.c.yip@computer.org jcyip@thoughtworks.com @jchyip http://jchyip.blogspot.com
  2. 2. Break up into small groups of 5 • 10 minutes • Identify a skill that you know very well and design an approach to teach it, including assessment • Include rationale for choices if you can
  3. 3. Prepare for redesign 1. I will introduce some concepts 2. Jot down ideas for improvement for your teaching approach 3. Share with group at end
  5. 5. In Australia, what is a passing grade? • Letter or %?
  6. 6. Simple availability calculation 50% 50% 0.5 * 0.5 = 0.25 or 25%
  7. 7. What level of performance do we expect here? Compound skill A Just passed… AA B C Did ok… Aced it! BB CC Just passed… DD
  8. 8. Can do it or can’t do it; there is no “passing grade” http://www.flickr.com/photos/bwjones/2619602001/in/photostream/
  9. 9. Compound skill A B C
  11. 11. d = ½gt2 d What is d if… t=2s g = 10 m / s2
  12. 12. Let’s work through it d= d= d= d= ½gt2 ½(10)(2) 2 5*4 20 But I’m sure you could do this faster…
  13. 13. Speed round 1. I’ll show the question and 3 possible answers 2. Raise 1 finger to choose the first answer, 2 to choose the second, 3 to choose the third 3. Answer as fast as you can 4. Ready?
  14. 14. Dropped from the same height, ignoring air resistance, which one hits the ground first? Other (1) (2) (3)
  15. 15. Were we learning an equation or an underlying concept?
  16. 16. Speed round 2 1. I’ll show the question and 3 possible answers 2. Raise 1 finger to choose the first answer, 2 to choose the second, 3 to choose the third 3. Answer as fast as you can 4. Ready?
  17. 17. You’re about to shoot at an apple when it just starts to fall out of the tree. Where should you aim? (1) (2) (3)
  18. 18. Routine Expertise (context-specific) Adaptive Expertise (survives change in context) Indistinguishable without change in context
  19. 19. Superficial Semantic Qualitative What equation do I use? The equation indicates that d is independent of mass Just shoot the apple, the arrow will fall at the same rate
  20. 20. Routine expertise comes from mastering visible behaviour; adaptive expertise comes from mastering invisible concepts
  22. 22. Did you know this? • The success of Toyota comes from the cumulative impact of daily kaizen from every employee
  23. 23. How many people agree with this?
  24. 24. Actually that’s wrong • Most impact of improvements come from project kaizen and strategic kaizen. Daily kaizen is not about impact so much as learning and values http://kaizeninstituteindia.wordpress.com/2013/06/12/kaizen-flag-its-all-about-people-people-people/
  25. 25. How did you feel when I said “Actually, that’s wrong”?
  26. 26. This is not learning • “blah blah blah A” • “Yeah, I already knew about B”
  27. 27. This is learning • • • • “blah blah blah B” “Yeah, I already knew about B” “Actually, B is wrong. Blah blah blah A.” “Huh?”
  28. 28. “Yeah, I already knew that” = not learning “Huh?” = learning
  29. 29. If it feels comfortable, you’re probably not learning anything
  30. 30. Learning starts with unlearning misconceptions
  32. 32. How many people have played an Agile game / simulation?
  33. 33. Try to think back to what was happening and how you felt. How many people when playing the game, were playing to win?
  34. 34. How many people were playing the game, intentionally focusing on exercising their weaknesses and thus probably losing the game?
  35. 35. What stage is best for performance? 1. 2. 3. 4. Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence
  36. 36. What stage is best for learning? 1. 2. 3. 4. Unconscious incompetence Conscious incompetence Conscious competence Unconscious competence
  37. 37. There is no learning when you are in flow
  38. 38. Staying conscious and out of flow during practice is a deliberate act, hence “deliberate practice”
  39. 39. In simulations and games people tend to exercise their strengths; deliberate practice needs to address weaknesses
  41. 41. What’s the better delivery approach?
  42. 42. Why?
  43. 43. What’s the better learning approach?
  44. 44. We only have so much working memory (7+/-2) See also http://en.wikipedia.org/wiki/Cognitive_load
  45. 45. One-point lessons • “…create lessons based on a single point, typically on a single piece of paper, which is then reviewed during the daily meeting.” http://jchyip.blogspot.com.au/2012/01/instead-of-teaching-whole-bunch-of.html
  47. 47. If someone understands all the theoretical concepts behind a skill, but never practices, will they master the skill?
  48. 48. If someone practices but has no real understanding about theory and rationale, will they master the skill?
  49. 49. Theory without practice means no skill; practice without theory means wasted effort
  50. 50. So, what’s the role of a teacher?
  51. 51. Effective teaching is not about conveying facts so much as enabling effective practice and exploration
  52. 52. Share your insights
  53. 53. To learn more • http://www.ted.com/talks/salman_khan_le t_s_use_video_to_reinvent_education.html • http://www.dtic.mil/cgibin/GetTRDoc?Location=U2&doc=GetTRDoc. pdf&AD=ADA413046 • http://www.physics.usyd.edu.au/super/thes es/PhD(Muller).pdf