Transcript Slide 1

IISSaM 2013
Developing a Strong
“Backstory” for Your SoTL
Project
Dr. Lauren Scharff
United States Air Force Academy
Disclaimer: The views expressed in this document are those of the author and do not reflect the official policy or position
of the U. S. Air Force, Department of Defense, or the U. S. Govt.
The “hard” sciences
(Chemistry, Biology, Physics)
are really the easy ones…
Studying PEOPLE is the really
hard science.
A few areas of Behavioral
Science that might help
support your SoTL project:
• Memory / Learning
• Motivation
• Metacognition
by James R. Davis,
& Bridget D.
Arend, with L. Dee
Fink, 2012
“Research on learning clearly
demonstrates that learning is not
one thing, but many. The learning
associated with developing a skill is
different from the learning
associated with understanding and
remembering information, which in
turn is different from thinking
critically and creatively, solving
problems, making decisions, or
change paradigms in the light of
evidence. Differing outcomes
involve different ways of learning
and teaching strategies.”
Learning of Behaviors & Skills is
different than learning of Information
How we learn behaviors:
• Classical Conditioning
• Operant Conditioning
• Observational learning
For skill / behavior learning, multiple
opportunities to practice combined with
feedback are crucial.
Chapters on:
1.
2.
3.
4.
Helping students learn content
Helping students understand
Helping students learn skills
Helping students retain and use
what they’ve learned in other
settings
5. Helping students help themselves
6. Motivating students to learn
7. What to do about individual
differences in learning
“In order to be more
effective at anything, it
helps to understand the
underlying mechanisms.”
page 1
Much of what we want
students to learn in higher ed
relates to content rather than
procedures or skills.
A Memory test to get you started…
• Memorize the following words. Do not write
them down until I tell you to do so.
REST
TIRED
AWAKE
DREAM
SNORE
BED
EAT
SLUMBER
SOUND
COMFORT
WAKE
NIGHT
Don’t write them yet!
Write the year you were born and
multiply it by 12. Then subtract 36.
Now add 128.
NOW write down the words.
3-Stage Model of Memory
1. Longer term memory
Encoding failure starts with
not paying attention
1
2
Rehearsal
Keeps in STM
Working
Memory
Decay
Decay
3
Storage
Four stages of learning:
unconscious incompetence — we don’t know we don’t know
conscious incompetence — we know we don’t know
conscious competence — we know we know
unconscious competence — second nature
Other memory tidbits and
references
“An average of 75,000 hours means spending 8 hours
per day, 365 days per year, for more than 25 years to
“The
single
best
measure
of
mastery
in
a
become
an accomplished
chess player!
That’s2008)
how
• Retesting
effects (Karpicke
& Roediger,
subject
is time
spent the
intellectually
engaged
long it takes
to develop
necessary skills
for
•with
The
importance
of
feedback
for
content
that
particular
subject.
For
example,
recognizing patterns of chess pieces, understanding
learning
(Butler
Roediger,
2008)and
chess
masters
spend
roughly
50,000
tomaking
their
implications
for&future
outcomes,
the
best moves.
No wonderchess
spending
just
a the
few
• Intellectual
(Wirth
& Perkins,
100,000
hoursdevelopment
studying
to reach
hours
on alevel
homework
problem,
or even
a semester
2008)
“expert”
of playing
chess
(Simon
and
reading
a textbook often fails to provide the level of
Chase
1973).”
•understanding
Achieving “expert”
levelsdesire.”
takes a lot of time
that we often
Wirth
& Perkins,
20082008)
andWirth
practice
(Wirth
& Perkins,
& Perkins,
2008
The question: Is it possible to develop an
expert-like knowledge structure in novices
through concept mapping?
Expert’s knowledge
structure
Novice’s knowledge
structure
Chapters on:
1. Exercise
2. Survival
3. Wiring
4. Attention
5. Short-term memory
6. Long-term memory
7. Sleep
8. Stress
9. Sensory integration
10.Vision
11.Gender
12.Exploration
Bottom line… Learning requires EFFORT.
So, you better be motivated or you probably
won’t learn much.
A brief overview of several
Motivation Theories
Think about why YOU are HERE…
Intrinsic & Extrinsic
Motivation can be influenced by
internal value given to the goal as well
as external rewards.
• Do your assignments, activities, topics have
personal relevance? (I)
• How many points are given for assignments? (E)
• Are some responses showcased in class? (E)
Be careful about using points
“Depending on what percentage of the course grade
the JiTT component counts, it will drive students who
are concerned about good grades. Many students
will rise to the work load demanded, even if they
resent it.”
Cookman, Mandel, and Lyons (1999)
Perceived value of the assignment can be just as
powerful a motivator as lots of points, and is also at
least partially under an instructor’s control.
Scharff, Rolf, Novoty, & Lee (2011)
Autonomy & Self-determination
People tend to be more motivated to
complete tasks over which they have
some choice and control.
• Do students have any level of choice in your
class?
• What are some ways instructors can insert
choice into their courses?
Mastery & Performance Goals
Are students motivated to deeply learn
the material or to look good by seeming
to know the material?
• Have you incorporated some low-risk, formative
assignments?
• Do you focus on grades or the learning process?
• Do you discuss multiple strategies for learning?
*fixed versus incremental theories of intelligence Dweck & Leggett (1983)
Self-Efficacy
People are often more motivated to
try tasks they believe they are
capable of accomplishing.
• How difficult are your assignments?
• How clear are your assignments?
• What type of feedback (formative or
summative) is used?
Social Motivation
Many students want to be (be seen as)
socially responsible and to build
relationships with classmates.
• Do we ask for and meaningfully use student
input?
• Do we build in opportunities get to know each
other in class?
• Do students always sit in the same seats?
Whew! There are a lot of
factors and ideas / theories
about how motivation might
impact behavior!
Aspects of motivation also
link to metacognition.
One way to help students appreciate and benefit
from the different learning experiences is to
help them develop their metacognitive skills –
for most students, it won’t happen
spontaneously.
Dedicating time in the classroom for students to
reflect on their own metacognition is one
approach to increase this self-awareness and
communicate the value of metacognition to the
students.
Area for future research…
individual differences in how
perceive / engage in metacognitive
development.
Thank you for attending and
participating.
Any further questions?
References
Butler, A. & Roediger, H. (2008). Feedback enhances the positive effects and reduces the
negative effects of multiple-choice testing. Memory and Cognition. 36(3), 604-616.
Davis, J., Arend, B. & Fink, L. D. (2012). Facilitating Seven Ways of Learning: A Resource for
More Purposeful, Effective, and Enjoyable College Teaching. Stylus Publishing
http://sevenwaysoflearning.com/the-seven-ways/
Dweck, C. & Leggett, E. (1983). A social-cognitive approach to motivation and personality.
Psychological Review, 95(2), 256-273.
Karpicke, J. & Roediger, H. (2008). The critical importance of retrieval for learning. Science.
319, 966-968.
Mayer, R. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning.
Educational Psychologist, 38(1), 43-52.
McKeachie , W., & Svinicki, M. (2010). McKeachie's Teaching Tips: Strategies, Research, and
Theory for College and University Teachers (14th edition ed.). Florence: Cengage Learning,
Inc.
References
Medina, J. (2008). Brain Rules: 12 Principles for Surviving and Thriving at Work,
Home, and School. Pear Press, Seattle, WA.
Peirce, W. (2003). Metacognition: Study strategies, monitoring, and motivation.
Retrieved from http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm
Svincki, M. (2004). Learning and Motivation in the Postsecondary Classroom.
Anker Publishing Co, Inc: Bolton, MA
Wirth, K. & Perkins, D. (208). Learning to Learn. Retrieved from
http://www.macalester.edu/academics/geology/wirth/learning.pdf, 1 June, 2008.