Week 5 replies two

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Nov 23 at 1:35pm

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Hello everyone!

How Learning Works – Seven Research-Based Principles for Smart Teaching.

Chapter 1 focuses on how student’s prior knowledge affect their learning. One of the authors in Chapter 1 gives an example of a time when students said they knew academic content prior to being taught by the Professor Soo Yon Von. The class was called Research Methods in Decision Sciences. The students gave the teacher a list of contents that they learned and this gave the teacher confidence that the first assignment issues would be successfully aligned at the appropriate academic level. When the students handed in their work to the teacher, the teacher was in shock. It seemed pretty basic, but I was shocked at what they handed in. Some students chose a completely inappropriate test while others chose the right test but did not have the foggiest idea how to apply it (p. 10). The teacher couldn’t figure out is why they told me they knew this stuff when it’s clear from their work that most of them don’t have a clue. If the Professor is doing all the right things and breaking down key terms and concepts, then what issue does prior learning have on the students? Firstly, the Professor assumed that students had previously learned the content material, however recognizing information and actually understanding information is to different things. Also, previously learned information may not have been sufficient for the professor’s assignment (p. 12).

As we teach, we often try to enhance our students’ understanding of the course content by connecting it to their knowledge and experiences from earlier in the same course, from previous courses, or from everyday life. But sometimes—like Professor Won—we overestimate students’ prior knowledge and thus build new knowledge on a shaky foundation (p. 13). Students’ prior knowledge can help or hinder them (Norman, 2010). Understanding what students know—or think they know—coming into our courses can help us design our instruction more appropriately (p. 15). Students learn more when they can effectively connect prior knowledge to new knowledge because it help them retain the information more. It is like building a house on a foundation that’s already laid. It is important that teachers help students activate prior knowledge so they can build on it productively (p. 17). Using the method of activating prior knowledge will have a positive affect. Asking students the right questions to trigger recall can help aid in retention and integration of new knowledge (Woloshyn, Paivio, & Pressley, 1994).

What is inappropriate prior knowledge? Sometimes students draw from prior knowledge that is inappropriate for the context (p. 20). Students analogizing from one situation to the other without recognizing the limitations of the analogy. However, analogies do serve as an important pedagogical tool in aiding teachers in building on what their students already know. Knowledge from one academic discipline can effectively aid students in understanding the concepts in another academic discipline if implemented correctly. Research suggests that if students are explicitly taught the conditions and contexts in which knowledge is applicable (and inapplicable), it can help them avoid applying prior knowledge inappropriately (p. 22). When learning new knowledge students may draw information from their own cultural and linguistic backgrounds. Most prior knowledge needs to be accurate, especially in certain scientific and mathematical disciplines that require little to no error. Instructors should address inaccurate prior knowledge that might impede learning. strategies should be employed to help instructors determine the extent and quality of students’ prior knowledge, relative to the learning requirements of a course.

References

Ambrose, S., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works – Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass. ISBN: 9780470484104.

Woloshyn, V. E., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86(1), 79–89. https://doi.org/10.1037/0022-0663.86.1.79

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Yesterday

Nov 23 at 8:33pm

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Discussion Thread: How Learning Works

Choose one of the first three chapters of Ambrose, Bridges, DiPietro, Lovett, and Norman.

This author chose to write on the aspects listed within Chapter 3: What Factors Motivate Students to Learn? This topic was selected as school curriculum would be best analyzed by specific elements in creating a positive learning environment, including factors relating to what motivates a student or the message or information generated will not reach its intended source. It will not make the impact designed for every student. Research has demonstrated that learning and motivation require more than just the freedom of choice (Yount, 2010).

Discuss at least three ideas from your chosen chapter and how they can directly impact your work on the curriculum design project.

The three ideas from Chapter 3 that can directly impact this author’s work on the curriculum design project involve the three factors of goals, value, and opportunity. According to Ambrose S. et al. (2010), goals and goal setting for students serve as the primary organizing feature of motivated behavior. A positive tactic would be to demonstrate the relevance of higher-level skills to students’ future professional lives. The instructor can ensure that the curriculum highlights aspects of setting goals that will help them gain a better understanding of accomplishment within their selected field. The instructor correlates with specific assignments or projects involving building the skills to accomplish specific goals (Ambrose S. et al., 2010).

The second aspect involves the aspect of value and the instructor to provide authentic, real-world tasks. According to Ambrose S. et al. (2010), the importance of a goal, often its subjective value, is one of the key features influencing the motivation to pursue it. The first is the attainment value, which represents the satisfaction one gains from mastery and accomplishment of a goal or task. The value of a plan needs to be introduced by the instructor to show the worth of obtaining a specific goal. The student’s understanding of the value of the goal as it compares to the career they are seeking will assist in motivating the student to learn (Ambrose S. et al., 2010).

The third and final aspect involves opportunity and for the instructor to provide early success opportunities. According to Ambrose S. et al. (2010), expectations for future performance are influenced by past experiences. Early success can build a sense of accomplishment, motivating students to continue working hard to accomplish their goals. This strategy is essential in “gateway” or “high-risk” courses. The instructor must plan these aspects within their course planning and incorporate them early on. The shorter assignments will likely account for a small percentage of the final grade but provide a sense of competence and confidence before the students take on a larger project (Ambrose S. et al., 2010). It is in these factors that student motivation can be assisted or accomplished. These aspects can also be placed within the building plan of a course curriculum to ensure student success. The Bible speaks about the significance of being a teacher, as stated by the Apostle Paul in the book of Titus, “In everything set them an example by doing what is good. Your teaching shows integrity, seriousness, and soundness of speech that cannot be condemned, so those who oppose you may be ashamed because they have nothing bad to say about us” (Paul, 4 B.C. – 64 C.E./2023; New International Version).

References

Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Norman, M. (2010).
How Learning Works Seven Research-Based Principles for Smart Teaching – How Learning Works: Seven Research-Based Principles for Smart Teaching. American Psychological Association. https://psycnet.apa.org/record/2015-38684-000

The Holy Bible: New International Version, 2023, Titus 2:7-8

Yount, W. R. (2010).
Created to learn: A Christian teacher’s introduction to educational psychology (2nd ed.). B&H Publishing Group. https://app.logos.com/books /LLS%3A9781433672811/references/page.iii