1 of 50

Shaping and Strengthening Every Learner’s Foundation

Todd D. Zakrajsek, UNC-Chapel Hill & ITLC-Lilly

Advancing Student Agency: Engaging Students Beyond the Pandemic

​

University Foundations Faculty Summit

Boise State University

September 30, 2022

2 of 50

It is important to look at issues from multiple perspectives

3 of 50

By reflecting on our experiences, looking at teaching and learning differently, and working together…we can innovate what we do as educators.

​

~ teaching is dynamic ~

​

4 of 50

We constantly grow

in how we learn…and as

a result we know more.

5 of 50

We constantly learn

new ways to accomplish our outcomes…and as

a result we can do more.

6 of 50

Through knowing more and doing more,

we can become more.

7 of 50

It is imperative that we teach students how to learn in each of our disciplines, so they see it is possible for their future selves to learn any discipline.

8 of 50

Three Stages of �Self-Regulated Learning

  • Planning

​

  • Monitoring

​

  • Evaluating

​

9 of 50

Three Dimensions of �Self-Regulated Learning

  • Metacognitive

​

  • Meta-emotional

​

  • Environmental

​

10 of 50

3 Stages and 3 Dimensions of �Self-Regulated Learning

​

Metacognitive

Meta-emotional

Environmental

Planning

​

​

​

Monitoring

​

​

​

Evaluating

​

​

​

11 of 50

Planning

 

Metacognitive

Meta-emotional

Environmental

Planning

before a learning or performance task (task analysis)

  • What do I already know about the topic?
  • What additional information, might I need?
  • What strategies should I use: actively listening, taking notes, outlining, visually representing the material, occasionally self-quizzing, reviewing, or writing a summary?
  • What strengths and challenges do I bring to the task?
  • How interested and motivated am I to do the task, and how can I increase my interest and motivation if they are low?
  • What's the value or relevance of what I'll be learning?
  • How confident am I in my ability to learn this material?
  • What is the best environment for the task that I can create?
  • Should I make any adjustments before I begin (sounds, mute phone, have snack handy)?
  • Have I had enough sleep?
  • What resources will I need? Are these resources handy?

12 of 50

Monitoring

Monitoring

during a

learning or performance

task

  • Does my approach to the task make sense?
  • Am I making good progress toward my goal? If not, changes?
  • How focused am I?
  • What material is the most important?
  • What material am I having trouble understanding?
  • How is my thinking on the topic changing?
  • What material is challenging my preconceptions about the subject? Am I resisting it?
  • Am I starting to get discouraged or give up? Am I thinking I'm just no good at this subject? How can I change this negative thinking? What similar tasks can I recall doing well in the past?
  • Is the environment working well?
  • Am I staying away from distractions?
  • Do I need a short break to refresh my mind and body?

13 of 50

Evaluating

Evaluating after a

learning or

performance task

  • Did I achieve my goal?
  • What were the most important points I learned?
  • What am I still having trouble understanding?
  • What questions do I have to ask my instructor?
  • How has my thinking on the topic changed?
  • What do I need to do differently next time I take on a similar task?
  • How am I reacting emotionally to my evaluation of my learning? (How learners feel about their learning impacts just about everything related to learning.)
  • How well did I avoid distractions and stay on task?
  • Do I need to experiment more with different physical factors to find the best working environment and break schedule for myself?

14 of 50

Carol Dweck, 2017

  • Fixed Mindset – Belief that intelligence is fixed, avoid risks and see feedback as critical of behaviors
  • Growth Mindset – intelligence increases incrementally with work, accepting challenge, feedback seen as the way to improve

15 of 50

16 of 50

17 of 50

Growth Mindedness

I can’t draw…or….I can’t….

​

Reframe for them to:

​

I can’t ______ yet.

18 of 50

Supporting Growth-Minded Thinking

What can you as an instructor do to help students acquire or maintain a growth-minded perspective?

​

19 of 50

Learning and Memory

What I have learned from over 30 years of teaching the psychology of human learning, memory, cognition.

​

20 of 50

21 of 50

Cognitive Load �Sweller 1988

Intrinsic Load – inherent difficulty of the content

​

Extraneous Load–additional external stimuli

​

​

22 of 50

Cognitive Load

What could a person do to increase extraneous load for students?

23 of 50

Cognitive Load �Sweller 1988

Intrinsic Load – inherent difficulty of the content

​

Extraneous Load–additional external stimuli

​

​

Germane Load – processing of information; construction and automation of schema

24 of 50

Schemas and Information Processing

25 of 50

Schemas and Information Processing

26 of 50

Schemas and Information Processing

27 of 50

Schemas and Information Processing

28 of 50

Schemas and Information Processing

29 of 50

Cognitive Load

The mere presence of a cell phone has been shown diminish attention and reduce performance on cognitively complex tasks.

​

(Thornton, Faires, Robbins, & Rollins, 2014)

30 of 50

1. Repetition

Long-term potentiation is the physical process by which we learn through repetition. It moves a behavior from controlled to automatic.

31 of 50

Karpicke & Roediger, 2007

Proportion of ideas recalled

Retention Interval For Final Test

1 Week

5 Minutes

SSSS

SSST

STTT

.40

.50

.60

.70

.80

32 of 50

2. Attention

The learner must see some value in a stimuli in order for it to be processed in working memory.

33 of 50

Photo credit: Auto Repair Match

34 of 50

(From Nickerson & Adams, 1979)

35 of 50

Social Media to Boost Attention

36 of 50

3. Understanding

Learning requires that the learner understand what is being seen or experienced.

37 of 50

Critical Thinking Bloom’s Cognitive Taxonomy

​

​

​

​

​

​

​

​

​

​

​

​

​

Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

​

38 of 50

4. Activating Prior Knowledge

Prior knowledge is very important when learning. A strong predictor of learning something new is the ability to attach it to existing information.

​

39 of 50

Activating Prior Knowledge

What are ways to activate prior knowledge during a lecture?

​

What are ways to activate prior knowledge through active/engaged learning?

​

40 of 50

What is a hurling?

Curling

​

​

​

Hurling

​

41 of 50

5. Value/Interest

There must be some value for the learner.

42 of 50

Meaningful Examples

- Case Studies

​

- Worked Examples

​

- Demonstrations

​

- Videos

​

​

43 of 50

Strategies to get introverts to talk in the classroom?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

https://www.scholarlyteacher.com/post/students-who-dont-participate-in-class-discussions

​

44 of 50

Spaced Practice

Relearning material across

a period of time

45 of 50

Sleep and Rest

Sleep and Rest – Researchers at the NYU’s Department of Psychology and Center

for Neural Science have found that rest directly after learning increases retention

​

A NASA study found astronauts who napped

for 27 minutes in the

afternoon improved their

cognitive functioning on

later day tasks by 34% over

nonnapping astronauts(Medina, 2008).

46 of 50

Exercise

​

Ratey (2008) has shown that exercise increases the production of vital neurotransmitters important for:

    • Focusing and Attention
    • Motivation
    • Patience
    • Mood

47 of 50

Howard Aldrich – UNC Chapel Hill

Time Assignment Due

Turned in After Midnight

9:00 AM

71%

9:00 PM

​

​

There are ways to be “warmer”

and still maintain standards

15%

48 of 50

49 of 50

Elements of a good story?

50 of 50