How do people learn?

Summary

This video debunks common myths about learning, such as the learning pyramid and learning styles, and explores how we truly learn. It emphasizes that learning isn't based on arbitrary percentages or fixed styles, but on building prior knowledge and engaging multiple sensory channels. The speaker introduces the concept of '3D learning,' highlighting the importance of combining visual, verbal, and kinesthetic channels to effectively process information. Through examples like building an engine or performing surgery, the video explains how our brains use prior knowledge and working memory to store and apply new learning, ultimately reshaping our understanding of how learning occurs.

Takeaways

• 😀 The learning pyramid (e.g., 10% from reading, 75% from practice) lacks strong scientific backing and is based on flawed research.
• 😀 Learning styles (visual, auditory, kinesthetic) are not supported by substantial evidence, and teaching based on these preferences may not enhance learning outcomes.
• 😀 Prior knowledge is essential for successful learning. Without it, even hands-on experience will lead to frustration and failure.
• 😀 Bloom's taxonomy outlines the progression of learning, from basic facts to complex problem-solving, emphasizing the need for foundational knowledge.
• 😀 A well-structured lesson plan involves motivating students, recalling prior knowledge, presenting new content, and assessing learning outcomes.
• 😀 Effective learning often involves engaging multiple channels (visual, verbal, kinesthetic) to create a multi-sensory experience, such as in VR environments.
• 😀 Metacognition (thinking about thinking) is a key skill for learners to reflect on their knowledge and improve learning strategies.
• 😀 Motivation is crucial for learning. A motivated learner can succeed across various teaching mediums, whether visual, auditory, or kinesthetic.
• 😀 Learning is a process of interaction between long-term memory and working memory, where prior knowledge plays a vital role in processing new information.
• 😀 Content should dictate the teaching strategy, not the assumed learning style of the learner. Different tasks require different methods for effective learning.

Q & A

What is the main issue with the learning pyramid commonly seen in educational settings?

The learning pyramid, which claims that we learn percentages of information from various methods (like 10% from reading, 75% from practice, etc.), is not scientifically supported. The numbers were made up in the 1960s and 1970s and have been perpetuated without credible research backing them.

Why are learning styles, as commonly discussed, not supported by research?

Research has shown that learning styles, such as visual or kinesthetic preferences, do not significantly impact learning outcomes. Studies often fail to show that these styles lead to better learning, and there is no consensus on what they truly represent in practice.

What does the speaker mean by 'we all learn by doing,' and why can't we start there without prior knowledge?

The speaker explains that while everyone learns by doing, we cannot start with practice without prior knowledge. For example, trying to build a car engine without understanding the parts first would lead to significant struggle, highlighting the importance of foundational knowledge before practice.

How does prior knowledge influence the learning process?

Prior knowledge is essential for effective learning. Without it, learners would struggle to make sense of new information. For instance, if someone doesn’t know what a wrench or spark plug is, they cannot successfully assemble an engine. Prior knowledge allows learners to apply new information meaningfully.

What role does Bloom's Taxonomy play in understanding the learning process?

Bloom's Taxonomy categorizes different levels of knowledge, from basic recall (facts) to higher-order thinking (problem-solving). It helps educators understand that learners must first acquire foundational knowledge before they can move to more complex tasks like applying, analyzing, or evaluating information.

What is the significance of the difference between low-level and high-level knowledge?

Low-level knowledge refers to basic information (such as facts and concepts), while high-level knowledge involves applying, analyzing, and problem-solving. Learners must master low-level knowledge before they can effectively engage with high-level tasks.

How can instructional design enhance learning outcomes?

Instructional design plays a key role in organizing lessons effectively. A good lesson includes motivating activities, clear objectives, content presentation, practice opportunities, assessment, and follow-up to ensure learners can apply knowledge to new situations.

What is the difference between traditional 2D learning and 3D learning?

Traditional 2D learning focuses on verbal and visual channels (like reading and watching videos), while 3D learning expands this to include kinesthetic and multi-sensory experiences. 3D learning involves engaging multiple senses and actions, such as in virtual reality or hands-on activities like building an engine.

How does multi-sensory learning impact cognitive processing?

Multi-sensory learning engages multiple channels—visual, verbal, and kinesthetic—simultaneously, enhancing cognitive processing. This approach helps learners better integrate new information by using different senses, which can improve memory retention and understanding.

Why do learners experience different preferences and strengths in learning, and how does this relate to learning styles?

Learners may have natural strengths and preferences in how they learn, such as a preference for visual or hands-on learning. However, these preferences are not the same as learning styles. Research suggests that preferences do not significantly affect learning outcomes as long as motivation is equal across different methods.