Seven Research Based Principles
Seven Research Based Principles
1.
Prior knowledge can help or hinder learning
2.
Organization of knowledge influences learning
and application
3.
Motivation determines, directs, and sustains
learning
4.
Mastery requires acquiring, integrating, and
applying component skills
5.
Goal-directed practice coupled with targeted
feedback enhances student learning
6.
Students’ level of development interacts with
course social, emotional, & intellectual climate to
impact learning
7.
Students must learn to monitor and adjust their
approaches to learning to be self-directing
Ambrose et al., 2010
“Motivation determines, directs, and sustains
learning”
•
Many ways to think about motivation, key
ideas for classroom are:
–
Expectancy x Value (Eccles & Wigfield, 2002)
•
What students need to maintain motivation
–
Goal Theory (Locke & Latham, 2002)
•
Goldilocks approach to teaching
–
Mindset (Dweck, 2006)
•
How
students think about their learning matters
“Students’ level of development interacts with
course social, emotional, & intellectual climate to
impact learning”
•
Student Engagement
–
Students need to interact with their peers
(Summers & Svinicki, 2007) and feel a part of a
community (Tinto, 2006)
•
Authentic content
–
Problems should be real and meaningful (Ambrose
et al., 2010)
Effective Learning Occurs When Faculty address:
•
Students prior knowledge
–
students aren’t blank slates
•
How content is organized
–
Helps students build a framework
•
Provide students with opportunities to
practice
•
Provide timely and targeted feedback
–
Where formative assessment can help
•
Scaffold the problems
–
minimize cognitive overload
From Ambrose et al., 2010
“Students must learn to monitor and adjust their
approaches to learning to be self-directing”
•
Metacognition is the process of reflecting on and
directing one’s own thinking (Pellegrino et al., 2001)
Self-Directed Learning Model
(Lukes & McConnell, 2014; Zimmerman, 2001)
Instructional Activity
•
Initial Reflection:
–
Record what you think this graph is telling you. What
questions do you have as you look at the graph?
–
Use yes/no cards to share your thoughts with your neighbor
Stage View
Instructional Activity
•
In groups of 3-4 grab a packet on:
–
Sea Surface Temperatures/wind
–
Air Pressure
–
Precipitation
•
Assign a recorder, a clarifier, and a timer (you
have ~18 minutes for this part of the activity) [if
4
th
: questioner]
•
Make sure everyone in your group is comfortable
with how you’ve answered the questions. Be
prepared to be able to explain what you did to
someone else.
Stage View
Instructional Activity
•
Jigsaw it up!
1) Based on your Hovmöller diagram, is examining the Northern Hemisphere winter months
(January, February, March) just as informative as looking at the annual cycle? Why or why
not?
2) Write a brief statement summarizing the connection between temperature, pressure, and
precipitation in the tropical Pacific.
Stage View
Creating an Effective Research-Based Lesson
•
Each group will be assigned a different research-
based topic on which to focus a lens on this lesson
•
Examine the ways this lesson did or did not
support student learning (1), engagement (2),
motivation (3), or metacognition (4) (depending
on your assigned topic)
•
Brainstorm with your group members ways the
activity did and ways it did not address your
particular research-based approach of focus.
•
You have 15 minutes to generate your list and
then we will share out our thoughts.
Balcony View
Creating an Effective Research-Based Lesson
•
Reflect on each of these research-based topics:
–
Write down how you could incorporate aspects of
this lesson into your own teaching practices (refer
back to your action plan).
–
What do you see as the major barriers to
implementing these ideas?
–
If time allows, share your thoughts with your
neighbor (use yes/no cards)
Balcony View
Prior knowledge, organization of knowledge, motivation, mastery, goal-directed practice, student development, and self-direction are key principles for enhancing learning. Motivation, engagement, effective teaching strategies, and self-assessment are highlighted to improve student outcomes.
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Presentation Transcript
Seven Research Based Principles 1. Prior knowledge can help or hinder learning 2. Organization of knowledge influences learning and application 3. Motivation determines, directs, and sustains learning 4. Mastery requires acquiring, integrating, and applying component skills 5. Goal-directed practice coupled with targeted feedback enhances student learning 6. Students level of development interacts with course social, emotional, & intellectual climate to impact learning 7. Students must learn to monitor and adjust their approaches to learning to be self-directing Ambrose et al., 2010
Motivation determines, directs, and sustains learning Many ways to think about motivation, key ideas for classroom are: Expectancy x Value (Eccles & Wigfield, 2002) What students need to maintain motivation Goal Theory (Locke & Latham, 2002) Goldilocks approach to teaching Mindset (Dweck, 2006) How students think about their learning matters
Students level of development interacts with course social, emotional, & intellectual climate to impact learning Student Engagement Students need to interact with their peers (Summers & Svinicki, 2007) and feel a part of a community (Tinto, 2006) Authentic content Problems should be real and meaningful (Ambrose et al., 2010)
Effective Learning Occurs When Faculty address: Students prior knowledge students aren t blank slates How content is organized Helps students build a framework Provide students with opportunities to practice Provide timely and targeted feedback Where formative assessment can help Scaffold the problems minimize cognitive overload From Ambrose et al., 2010
Students must learn to monitor and adjust their approaches to learning to be self-directing Self-Assessment Metacognition is the process of reflecting on and directing one s own thinking (Pellegrino et al., 2001) Self-Regulation Self-Directed Learning Model (Lukes & McConnell, 2014; Zimmerman, 2001) Planning Regulation Reflection Action
Stage View Instructional Activity Initial Reflection: Record what you think this graph is telling you. What questions do you have as you look at the graph? Use yes/no cards to share your thoughts with your neighbor
Stage View Instructional Activity In groups of 3-4 grab a packet on: Sea Surface Temperatures/wind Air Pressure Precipitation Assign a recorder, a clarifier, and a timer (you have ~18 minutes for this part of the activity) [if 4th: questioner] Make sure everyone in your group is comfortable with how you ve answered the questions. Be prepared to be able to explain what you did to someone else.
Stage View Instructional Activity Jigsaw it up! Location/magnitude/ years with larges positive anomalies Location/ magnitude/ years with largest negative anomalies Notes about interesting/ unusual years Temperature Wind Precipitation Pressure 1) Based on your Hovm ller diagram, is examining the Northern Hemisphere winter months (January, February, March) just as informative as looking at the annual cycle? Why or why not? 2) Write a brief statement summarizing the connection between temperature, pressure, and precipitation in the tropical Pacific.
Balcony View Creating an Effective Research-Based Lesson Each group will be assigned a different research- based topic on which to focus a lens on this lesson Examine the ways this lesson did or did not support student learning (1), engagement (2), motivation (3), or metacognition (4) (depending on your assigned topic) Brainstorm with your group members ways the activity did and ways it did not address your particular research-based approach of focus. You have 15 minutes to generate your list and then we will share out our thoughts.
Balcony View Creating an Effective Research-Based Lesson Reflect on each of these research-based topics: Write down how you could incorporate aspects of this lesson into your own teaching practices (refer back to your action plan). What do you see as the major barriers to implementing these ideas? If time allows, share your thoughts with your neighbor (use yes/no cards)
