Presentation Outline

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Presentation Outline
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Experts and NovicesSix Key Points

• Pattern Recognition
• Knowledge and Organization of Subject Matter
• Conditionalized Knowledge
• Effortless Retrieval / Fluency
• Pedagogical Knowledge versus Subject Knowledge
• Adaptive Expertise and Metacognition

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1. Pattern Recognition
Experts quickly recognize patterns in data.
Expert 2 . . . I haven't heard a bell, but the
students are already at their desks and seem to
be doing purposeful activity, and this is about
the time that I decide they must be an
accelerated group . . .
Novice 1 . . . I can't tell what they are doing.
They're getting ready for class, but I can't tell
what they're doing.
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1. Pattern Recognition
Experts quickly recognize patterns in data.
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2. Knowledge and Organization of Subject Matter
Experts have deep knowledge organized around big
ideas.
Expert
Novice
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3. Conditionalized Knowledge
Experts know when, where and why to use
relevant knowledge.
Exhaustive searches for relevant knowledge
overwhelm working memory.
So conditionalize knowledge on the contexts
where it is useful.
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4. Effortless Retrieval / Fluency
Fluent knowledge retrieval allows experts to
focus on the important parts of a problem.
Just like language
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5. Pedagogical Knowledge versus Subject Knowledge
Being an expert in an area is not the same as
being a good teacher.

• Experts can forget what is difficult in learning
  their subject
• Pedagogical knowledge is more than just the facts
• Pedagogical knowledge varies across subjects

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6. Adaptive Expertise and Metacognition
Experts reflect on their own knowledge.
Artisans, Virtuosos and Accomplished Novices
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Learning and TransferMain Points

• Memorization versus Transfer
• Initial Learning
• Feedback and Metacognition
• Learning in Multiple Contexts
• Previous Learning and Culture

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1. Memorization versus Transfer
Learning geometry
Throwing darts underwater
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2. Initial Learning

• Building a significant body of knowledge is
  important
• It takes time to integrate knowledge and to
  explore concepts
• 100,000 hours to become a chess master!

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3. Feedback and Metacognition

• Sometimes students need prompting to facilitate
  transferCan you think of something you did
  earlier?
• Make students aware of the problem-solving process

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4. Learning in Multiple Contexts

• Over-contextualized knowledge makes transfer
  difficult
• Shared cognitive elements (versus shared surface
  structure) facilitate transfer

Learning multiple word-processors
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5. Previous Learning and Culture
Avoiding Misinterpretation
Building on Prior Knowledge
Acknowledging Cultural Background
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Children and LearningKey Points

• Privileged Domains
• Learning Strategies and Metacognition
• Guided Learning

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1. Privileged Domains

• Physics
• Biology
• Numbers
• Language

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2. Learning Strategies and Metacognition

• Information Processing
• Chunking facts to deal with larger sets of
  information
• Gradual development of metacognition
• Children develop and use multiple strategies
• Entity Theories versus Incremental Theories

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3. Guided Learning

• Scaffolding Facilitating childrens interest and
  helping to manage forward progress
• Reading stories
• Zone of Proximal Development

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Common Themes

• Expert skills are things to be learned
• Fluency requires background knowledge and time
• Metacognition and Adaptive Expertise are as
  important as the facts
• Conditionalized knowledge comes from applying
  knowledge to diverse situations

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A Conversational Framework
Diana Laurillard. Rethinking University
Teaching A Conversational Framework for the
Effective Use of Educational Technology, 2nd
edition. London Routledge, 2002.