How (you can help) People Learn (using peer instruction)

slides and resources: tinyurl.com/OCCpeerinstruction

HOW PEOPLE LEARN
Peter Newbury, Ph.D.
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu
@polarisdotca
ctd.ucsd.edu
November 15, 2013
Orange Coast College

Unless otherwise noted, content
is licensed under a Creative Commons
Attribution-NonCommericial 3.0 License.

peer
instruction

how
people
learn
2

How (you can help) People Learn (using peer instruction)

Survey
Which of these do you associate with a typical college
or university lecture?
A)
B)
C)
D)
E)

3

listening
absorbing
note-taking
learning
other


The traditional lecture is based on the
transmissionist learning model

4


(Image by um.dentistry on flickr CC)

Let’s have a learning experience…

5


Here is an important new number
system. Please learn it.

1=

7=

2=

5=

8=

3=

6

4=

6=

9=


Test
What is this number?

7


Scientifically Outdated, a Known Failure

We must abandon the tabula rasa
“blank slate” and “students as
empty vessels” models of teaching
and learning.
8


New Number System
Here’s the structure of the “tic-tac-toe” code:

1

3

4

5

6

7

9

2

8

9


Test
What is this number?

10


Constructivist Theory of Learning
New learning is built on existing knowledge.

You store things in long term memory
through a set of connections with
existing memories.

Learning involves neurons firing and
linking up in networks or patterns.

11


(Images by Rebecca-Lee on flickr CC)

12


How People Learn
National Research Council (2000).
How People Learn: Brain, Mind,
Experience, and School: Expanded
Edition. J.D. Bransford, A.L Brown
& R.R. Cocking (Eds.), Washington,
DC: The National Academies
Press.
Available for free as PDF
www.nap.edu/catalog.php?record_id=9853

13


Key Finding 1
Students come to the classroom with preconceptions about
how the world works. If their initial understanding is not
engaged, they may fail to grasp the new concepts and
information that are taught, or they may learn them for
the purposes of a test but revert to their preconceptions
outside of the classroom.
(How People Learn, p 14.)

14


Key Finding 2
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a
conceptual framework, and
c) organize knowledge in ways that facilitate
retrieval and application.

15


Key Finding 3
A “metacognitive” approach to instruction can help
students learn to take control of their own learning by
defining learning goals and monitoring their progress in
achieving them.

16


Aside: metacognition
Metacognition refers to one’s knowledge concerning one’s
own cognitive processes or anything related to them.
For example, I am engaging
in metacognition if I notice
that I am having more
trouble learning A than B.
([3], [4])

meta cognition

17


Key Finding 3
achieving them.

18


Please break into groups of 3-4...
Sort your cards into 3 sets of 3:
Implication
for Teaching

Key Finding

2

Implication
for Teaching

Implication
for Teaching

19


Designing
Classroom
Environments

20

Key Finding 1
Students come to the classroom with preconceptions about
how the world works. If their initial understanding is not
engaged, they may fail to grasp the new concepts and
information that are taught, or they may learn them for
the purposes of a test but revert to their preconceptions
outside of the classroom.

21


Implications for Teaching 1
Teachers must draw out and work with the preexisting
understandings that their students bring with them.

22


New Coding System
Please memorize this code:
1=

4=

7=

1

2

3

2=

5=

8=

4

5

6

3=

6=

9=

7

8

9

unsupported, unfamiliar content

23


built on pre-existing
knowledge
(tic-tac-toe board)

Classroom Environments 1
Schools and classrooms must be learner centered.

24


Learning requires interaction [4]

25


Learning gain:
100%

0.50

0

26

% of class time
NOT lecturing
pre-test


post-test

1

3
27

2

4


Key Finding 2
To develop competence in an area, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a
conceptual framework, and
c) organize knowledge in ways that facilitate
retrieval and application.

28


29

Teachers must teach some subject matter in depth,
providing many examples in which the same concept is
at work and providing a firm foundation of factual
knowledge.

To provide a knowledge-centered environment, attention
must be given to what is taught (information, subject
matter), why it is taught (understanding), and what
competence or mastery looks like.
30


Development of Mastery [5]
Behavior

conscious

unconscious

incompetent

competent

Level of Expertise
31



incompetent

competent

Level of Expertise
32


Behavior

conscious

unconscious
adikko.deviantart.com

33


Behavior

conscious

unconscious

incompetent

competent

Level of Expertise
34


Behavior

conscious

unconscious

1
incompetent

competent

Level of Expertise
35


Behavior

conscious

unconscious

2
1
incompetent

competent

Level of Expertise
36


Behavior

conscious

unconscious

2

3

1
incompetent

competent

Level of Expertise
37


conscious

Behavior

3

1

4

incompetent

unconscious

2

competent

Level of Expertise
38


Why Your Students Don’t Understand You
Expert brains differ from novice brains because novices:
 lack rich, networked connections, cannot make
inferences, cannot reliably retrieve information
 have preconceptions that distract or confuse
 lack automization, resulting in cognitive overload

39


Key Finding 3
achieving them.

40


The teaching of metacognitive skills should be
integrated into the curriculum in a variety of subject
areas.

Formative assessments — ongoing assessments designed
to make students’ thinking visible to both teachers and
students — are essential.
Instructors need to provide opportunities for
students to practice being metacognitive: an
internal dialogue about their own thinking
41


traditional lecture
42


student-centered instruction

peer instruction with clickers
interactive demonstrations
surveys of opinions
reading quizzes
worksheets
discussions
videos
student-centered instruction
43


Clicker question
Melt chocolate over low heat. Remove the chocolate
from the heat. What will happen to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.

(Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)

44


Typical episode of peer instruction
1. Instructor poses a conceptually-challenging
multiple-choice question.
2. Students think about question on their own
and vote using clickers, colored ABCD cards,
smartphones,…
3. The instructor asks students to turn to their neighbors
and “convince them you’re right.”
4. After that “peer instruction”, the students vote again
and the instructor leads a class-wide discussion
concluding with why the right answer(s) is right and
the wrong answers are wrong.
45


In effective peer instruction
 students teach each other while
they may still hold or remember
their novice preconceptions
 students discuss the concepts in their
own (novice) language

students learn
and practice
how to think,
communicate
like experts

 each student finds out what s/he does(n’t) know
 the instructor finds out what the students know (and
don’t know) and reacts, building on their initial
understanding and preconceptions.
46


Effective peer instruction requires
1. identifying key concepts, misconceptions
2. creating multiple-choice questions that
require deeper thinking and learning

before
class

3. facilitating peer instruction episodes that
spark and support student discussion
4. leading a class-wide discussion to clarify
the concept, resolve the misconception
5. reflecting on the question: note curious
things you overheard, how they voted, etc.
47


during
class
after
class

Clicker Question
The molecules making up the dry mass of wood that
forms during the growth of a tree largely come from
A) sunlight.
B) the air.
C) the seed.
D) the soil.

48


Question credit: Bill Wood

49

Student-centered instruction takes time
Five minutes of student-centered instruction every 15
minutes means 25% of class time is not lecturing. But you
(already) have lecture material to fill 100% of the time!
Where does that time come from?

50


Effective peer instruction requires
51

 students be prepared to engage in conceptuallychallenging discussions
 TIME! Five minutes of student-centered instruction
every 15 minutes means 25% of class time is not
lecturing. But you already have lecture material to
fill 100% (or more!) of the time.
Where does that time come from?
 reduce course content by 25%

Traditional classroom
1. learn easy
stuff together

2. learn hard
stuff alone

1. Transfer: first exposure to material is in class,
content is transmitted from instructor to student
2. Assimilate: learning occurs later when student
struggles alone to complete homework, essay,
project
(Mazur [6])
52


Flipped classroom
1. learn easy
stuff alone

2. learn hard
stuff together

1. Transfer: student learns easy content at home
through reading, video, etc.: definitions, basis skills,
simple examples.
2. Assimilate: students come to class prepared to
immediately tackle challenging concepts, with timely,
formative feedback from peers, TAs, instructor (Mazur [6])
53


References
1.

2.

3.

4.

5.
6.
54

National Research Council (2000). How People Learn: Brain, Mind,
Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R.
Cocking (Eds.),Washington, DC: The National Academies Press.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B.
Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ:
Erlbaum.
Brame, C. (2013). Thinking about metacognition. [blog] January, 2013,
Available at: http://cft.vanderbilt.edu/2013/01/thinking-aboutmetacognition/ [Accessed: 14 Jan 2013].
Prather, E.E, Rudolph, A.L., Brissenden, G., & Schlingman, W.M. (2009). A
national study assessing the teaching and learning of introductory
astronomy. Part I. The effect of interactive instruction. Am. J. Phys. 77, 4,
320-330.
Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX:
Harcourt College Publishers.
Mazur, E. (2009). Farewell, Lecture? Science, 323, 5910, 50-51.


How (you can help) People Learn (using peer instruction)

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