Using the Science of Learning in the Classroom
A three-workshop series on how to use principles from the science of learning in the classroom to improve student learning outcomes. Hear from faculty experts about what the science says and then reexamine your syllabus or learning activities to apply these principles.
Session I: Memory - Why Organization is Key
Recorded Friday, February 11, 2022
How can you present your content in ways that are consistent with your students’ biology?
Session Goals:
- Increase awareness of how frameworks of knowledge affect memory and support long-term retention
- Increase awareness of how lessons and classroom interactions may be interpreted and executed differently among students depending on their cultural background
- Support instructors as the redesign lessons or activities to implement this teaching strategy
- Bring your syllabus or lessons plans with you to optimize your working time!
Faculty Expert:
Andy Kazama, Senior Lecturer, Department of Psychology
View Session Recording & Resources
Session II: Remembering to Learn
Recorded Friday, February 25, 10:30 am - 12:00 pm, Zoom
Why do informal tests promote new learning and how can this approach help your students?
Session Goals:
- Highlight data on effectiveness of using informal in-class tests to promote new learning, including an overview on psychology research related to topics including pretesting, interleaved testing, and retrieval practice.
- Summarize relevant neuroscience of memory to offer background context.
- Support instructors as they redesign lessons or activities to integrate these strategies into their course
- *Bring your syllabus or lessons plans with you to optimize your working time!*
Faculty Expert:
Joe Manns, Associate Professor, Department of Psychology
View Session Recording & Resources
Session III: Metacognition & Learning
Friday, March 18, 10:30 am - 12:00 pm, Zoom
How do faculty best support students becoming independent, life-long learners?
Session Goals:
- Increase awareness of how students can regulate their own learning more effectively and how this can be addressed in your course
- Share different resources faculty offer to support student learning
- Consider the optimal use of those resources
- Support instructors as they redesign lessons or activities to integrate these strategies into their course
- *Bring your syllabus or lessons plans with you to optimize your working time!*
Faculty Expert:
Rachelle Spell, Professor of Pedagogy, Department of Biology