Peering Into the Deep: How We Learn

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Peering Into the DeepHow We Learn

• Celita DeArmond
• San Antonio College Library
• Reference Distance Learning Librarian
• cdearmon_at_accd.edu
• http//www.accd.edu/sac/lrc/librns/celita/peering.
  htm

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Key Concepts

• Overall focus on the process of learning
• Sample learning styles
• Learner-Centered principles
• Critical thinking ? higher order thinking
• Learning Outcomes

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Teaching Communicating

• The single biggest problem in communication is
  the illusion that it has taken place.
• -George Bernard Shaw

http//www.bjbarton.com/educationalgal/
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Consider

• I taught it but they didnt learn it
• Which came first, teaching or learning?
• Is learning a natural process?
• Is teaching a natural process?

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2 Questions

• Take 2 minutes and answer
• Q How do you start class first 5 min?
• Q What 3 things should students know when they
  leave your class?

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Learning Its All In Our Heads
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(No Transcript)
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Fun with Learning Styles! not an excuse, nor a
label
http//www.mnispi.org/cartoon/2001/
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Learning Styles Inventory 4MAT

• Online _at_ http//www.cse.fau.edu/7Emaria/COURSES/C
  AP5100-UI/LearningStyles.html
• Rank each item in your preferred order, 4 to 1
• 4 most like you, 1 least like you
• Order the two remaining, no duplicates!
• At the end, write down your preferred type,
  opposite type and total scores on all four types

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Learning Styles 4MAT / Kolb
http//www.west.net/ger/Orientation/kolb.html
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4MAT / Kolb cont.
http//flexways.flexiblelearning.net.au/learning/4
mat.asp
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4MAT / Kolb cont.

• Shorter
• Type 1 Engage interest WHY?
• Method Discussion
• Type 2 Give information WHAT?
• Method Informational
• Type 3 Test skills theories HOW?
• Method Let Them Try It
• Type 4 Apply share ideas IF?
• Method Self-discovery
• Lather, Rinse, Repeat!

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4MAT / Kolb cont.

• Learning is affected by
• Content issues prior knowledge, experience
• Cognitive issues reasoning, processing
  preferences
• Motivation issues goal orientation,
  self-concept
• What is your preferred learning style type?
• Do you agree with the most of the type
  description? Why or why not?

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Learning Styles VARK

• Part of the Myers-Briggs Personality Type
  Indicator
• Indicates our preferences for taking information
  into the brain and communicating them "outside.
• Visual
• Aural / Auditory
• Read / Write
• Kinesthetic
• Online _at_ http//www.vark-learn.com/english/page.as
  p?pquestionnaire
• What is your preferred learning style? Or are
  you multimodal?
• Do you agree with your score? Why or why not?

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Learner-Centered Principles

• 14 Learner-Centered Psychological Principles by
  the American Psychological Association (APA)
• Dr. Barbara McCombs
• Cognitive Metacognitive factors
• Motivational Affective factors
• Developmental Social
• Individual Differences
• Online _at_ http//www.apa.org/ed/lcp.html

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Are you learner-centered?

• Encourage the active and reflective nature of
  learning and learners
• Believe that learning is a natural process
• Facilitate (not dictate) the learning experience
• Give students ownership over the learning
  experience invite them into the process
• Share who you are as a person
• Validate students past experiences emotions
• 3 Key Things for Effectiveness content, quality
  of teacher, student perceptions

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Blooms Taxonomy
http//web.odu.edu/webroot/instr/ED/llschult.nsf/p
ages/blooms
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Teaching to Outcomes

• What are the most important outcomes? What skills
  or concepts are most transferable?
• What can you teach (and the students learn) in a
  one-shot class?
• How can we fold higher order thinking skills and
  multiple learning styles into instruction?

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ACRL InformationLiteracy Standards

• Five Standards
• Determine the kind quantity of info
• Access info effectively efficiently
• Evaluate info its sources critically
• Use info successfully for a specific purpose
• Access use info ethically legally.
• Performance Indicators for each Standard
• LEARNING OUTCOMES for each P. I.

http//www.ala.org/ala/acrl/acrlstandards/informat
ionliteracycompetency.htm
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Cognitive Research
http//www.jcu.edu.au/studying/services/studyskill
s/notetaking/active.html
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Small group exercise

• 2 questions, part deux
• Q How do you start class first 5 min?
• Q What 3 things should students know when they
  leave your class?
• Share your answers with each other.
• Pick one thing you all agree students should
  know.
• 1. Create a WHY scenario for learning this
  thing. How could you tie it in to student
  experiences? (No broccoli defense its good for
  you!)
• 2. Create a learning outcome for this thing, what
  you all agree the students should be able to do
  when they leave your class.
• Hint Use trigger words from the Blooms Taxonomy
  of Thinking Skills to start your outcome
  statement. (No KNOW.)
• 3. How might you invite students into the process
  of learning?

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Three Books heart, mind, soul

• The Courage to Teach Parker Palmer, 1997
• Teaching as a Subversive Activity Neil Postman
  Charles Weingartner, 1969
• Zen the Art of Motorcycle Maintenance Robert
  Pirsig, 1975