Learning Sciences and Classroom Practices

(Some) Learning Sciences and Classroom
Practices
▪ Keep your camera on when you can and keep mic muted except when
you speak to the room.
▪ Post questions on chat or raise hand to use the mic.
▪ Keep an open mind and respect other’s point of view.
▪ Make sure everyone gets a voice in discussion (including you).
Agenda for the rest of the week
▪ Wednesday: Learning Science and Classroom Practices

▪ Thursday: Inclusive Teaching and Learning
▪ Friday: Active Learning
Learning Science and Classroom Practices
▪ Forgetting curve.
▪ Spaced and Interleaved Practice. Testing Effect.
▪ Feedback.
▪ Worked Examples, Fading and Self Explanation.
▪ Deliberate Practice.
▪ References and useful resources.
How fast do your students forget what they learn? (5 minutes,
type in chat)
▪ When are they more/less likely to remember how to do a specific task

or procedure?
▪ What teaching practices do you implement to help them.
Ebbinhause Forgetting Curve
https://open.library.okstate.edu/adect/chapter/spaced-learning-strategies-for-spacing-senior-s
econdary-11-computer-studies-with-e-learning-contents-as-distractors/
Spacing Effect
Retrieval Practice: Retrieval makes Permanent
▪ “It’s retrieval from memory, not

review, that deepens learning
and makes it stick”
▪ https://makeitstick.net/
Spacing Effect
Testing Effect: Frequent Exams Lead to Better Learning
https://www.scientificamerican.com/article/researchers-find-that-frequent-tests-can-boost-lea
rning/
Topic 1 Topic 2 Topic 3
Spacing and Interleaving
Topic Topic Topic Topic Topic Topic Topic

1 2 3 2 1 3 2
Brain by ibrandify from NounProject.com
Applying Science of Learning in Education
Spacing and Interleaving of Study and

Practice
Shana K. Carpenter
Iowa State University
https://teachpsych.org/ebooks/asle2014/index.php
Breakout room: 15 minutes
▪ Do you use spacing (break a topic and revisit over time) /interleaving
(mix up topics and space them)? If so, how?
▪ Share how many quizzes/tests do you usually run in your class and if
you mix high stakes with low stakes assessments.
▪ How might you use some of the principles discussed?
▪ Assign one person to report.
“Remotely” Designing for Learning: From Principles to

Practice, June 15-24, 2021
Feedback (enter answers in chat)
▪ Why is feedback important?

▪ What are aspects of good feedback?
Feedback
▪ Feedback is information that flows back to the learner about

the quality of their ideas and behaviors. Learners can then
use the feedback to make adjustments
▪ Good feedback is
▪ Specific
▪ Timely
▪ Understandable
▪ Nonethreatening
▪ Revisable
Using Feedback to Promote

Learning
John A. C. Hattie
University of Melbourne
Gregory C. R. Yates
University of South Australia
Question
▪ A teacher returns an exam a week after the exam was administered with all questions
marked for correctness, without providing any additional feedback for the students.
However, the teacher goes over the exam during class reviewing all questions and how to
answer them correctly.
▪ Is the feedback?
▪ Specific
▪ Timely
▪ Understandable
▪ Nonethreatening
▪ Revisable
Question
▪ A teacher returns an exam a week after the exam was administered with all questions marked for
correctness, without providing any additional feedback for the students. However, the teacher goes
over the exam during class reviewing all questions and how to answer them correctly.
▪ Specific
▪ Timely
▪ Understandable
▪ Nonethreatening
▪ Revisable
▪ How can the teacher improve the feedback?
Question
▪ A student is trying to solve a math exercise using a new method that was just introduced in
class. After spending 20 minutes, they reach an incorrect answer. The teacher looks at their
work and says “It is ok, this is a difficult topic. You will do better when we revisit it again next
week”
▪ Specific
▪ Timely
▪ Understandable
▪ Nonethreatening
▪ Revisable
Question
▪ A group of students work together on creating a model for the nucleus during a biology class.
They are expected to draw a model together, discuss and present it to the teacher. After the
presentation, the teacher says “Good Job, you are very smart!” and moves on to the next
group.
▪ Specific
▪ Timely
▪ Understandable
▪ Nonethreatening
▪ Revisable
Question
▪ In an online system, students practice math by executing specific procedures and entering
the answers into the system. When they enter a correct answer, they get a green check mark
and are given a harder task. If they get it wrong, they see a red x and they are given a similar
task to solve.
▪ Specific
▪ Timely
▪ Understandable
▪ Nonethreatening
▪ Revisable
Worked Examples
▪ Do you use worked examples in your classroom? How often?

▪ How are worked examples useful for learning?
▪ When are worked examples less useful?
Worked Examples and self explanation
▪ Provide learners with fully worked examples and require them to

self-explain solutions through asking students follow-up questions
▪ ‘Why was this strategy used?’
▪ ‘What principle is being applied and why?’,
▪ annotating solutions, identifying an error in a solution or asking students
to compare solutions of two contrasting examples.
Worked Examples and Fading
▪ As learners become more expert with a concept, fade support by asking

them to solve more and more steps within a problem.
Worked Worked Problem Worked Problem Worked Problem Problem

.....
Example Example Solving Example Solving examples Solving Solving
Learning From Worked

Examples: How to Prepare
Students for Meaningful
Problem Solving
Alexander Renkl
University of Freiburg, Germany
Annotation Tools Light Board (learning Glass)
https://www.perusall.com/
“Producing Lightboard Videos For An Introductory Mechanics Residential

Class And MOOC”
M. Tomasik, P. Dourmashkin, J. Cain and S. Rayyan. LINC conference
Proceedings (2016), p277. https://goo.gl/taeaCC
Annotation Activity
Breakout rooms (30 minutes)
https://www.perusall.com/
▪ Create an account https://app.perusall.com/accounts/register
▪ Use Course code : RAYYAN-EXNQ4
▪ You will see one assignment called “video annotations” - watch a short video and
annotate asking questions, answering questions or explaining a learning moment.
▪ Discuss:
▪ What did you like about the activity?
▪ How could it be improved?
▪ How might you use the technique in your classroom?
▪ Choose one person to report
More on Mayer’s Principles of Multimedia Design
▪ https://www.youtube.com/watch?v=bJZnIqQphN0

Deliberate Practice
▪ It takes 10,000 hours to become an expert at something.

▪ But, quantity is not enough. Need to continuously focus on practicing
tasks beyond current skill.
▪ Difficult, effortful, not always fun.
Power Law of Practice
Power Law of Practice
Flow
Fig 1: Original Flow Model (left-hand side; Csikszentmihalyi 1975) and reformulated quadrant
Model of Flow (right-hand side; Csikszentmihalyi and Csikszentmihalyi 1988)
Engeser, S., Rheinberg, F. Flow, performance and moderators of challenge-skill balance. Motiv Emot 32, 158–172
(2008). https://doi.org/10.1007/s11031-008-9102-4
https://link.springer.com/article/10.1007/s11031-008-9102-4
Deliberate Practice Considerations and Strategies
▪ Setting Goals and Choosing Tasks

▪ Rich feedback loop
▪ Effort and rest
▪ Motivation
Question/Breakout room discussion
▪ Student’s results on a math assessment are low. The teacher assigns

more homework that is similar to what was assigned before the exam,
and students spend 5 hours on the new assignment.
▪ Is this considered deliberate practice? Why or Why not?
▪ Given what you learned today, how would you improve this strategy.
Retrieval Practice: Retrieval makes Permanent
▪ “It’s retrieval from memory, not

review, that deepens learning
and makes it stick”
▪ https://makeitstick.net/
Book Recommendation: Grasp: The Science of Transforming
How We Learn
▪ Interview with Sanjay Sarma

and Luke Youinto
https://www.youtube.com/w
atch?v=SwwvW41RnD0&t=5s

Resources
▪ The Science of Learning (Video)

▪ https://web.mit.edu/mitxbio/learning_sciences.html
▪ https://openlearning.mit.edu/mit-faculty/research-based-learning-findi
ngs
▪ https://tll.mit.edu/teaching-resources/

Questions?
Can We Assess Eﬃciency and Innovation in Transfer?
N. Sanjay Rebello
Pre-Post Testing
▪ Measure the improvement from the pre to the post test.

▪ Use a standardized tool to compare performance from year to year
▪ Can be used to assess classroom redesign, as well as learning science
research.
▪ Examples:
▪ Force Concept Inventory https://www.physport.org/assessments/
▪ Attitudes towards Science https://www.colorado.edu/sei/class

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(Some) Learning Sciences and Classroom

▪ Wednesday: Learning Science and Classroom Practices

▪ When are they more/less likely to remember how to do a specific task

▪ “It’s retrieval from memory, not

Spacing and Interleaving

Topic Topic Topic Topic Topic Topic Topic

Spacing and Interleaving of Study and

“Remotely” Designing for Learning: From Principles to

▪ Why is feedback important?

▪ Feedback is information that flows back to the learner about

Using Feedback to Promote

▪ Do you use worked examples in your classroom? How often?

▪ Provide learners with fully worked examples and require them to

▪ As learners become more expert with a concept, fade support by asking

Worked Worked Problem Worked Problem Worked Problem Problem

Learning From Worked

“Producing Lightboard Videos For An Introductory Mechanics Residential

“Remotely” Designing for Learning: From Principles to

▪ It takes 10,000 hours to become an expert at something.

▪ Setting Goals and Choosing Tasks

▪ Student’s results on a math assessment are low. The teacher assigns

▪ “It’s retrieval from memory, not

▪ Interview with Sanjay Sarma

“Remotely” Designing for Learning: From Principles to

▪ The Science of Learning (Video)

“Remotely” Designing for Learning: From Principles to

▪ Measure the improvement from the pre to the post test.

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