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UTokyo Online Education:
UTokyo Global FFDP 2022 Gabriel Hervas

DAY 1The science of learning

Dr. Gabriel Hervas (lecturer)
Ms. Airi Kawakami (support)
Center for Research and Development of Higher Education

gabriel@he.u-tokyo.ac.jp

The University of Tokyo

Request regarding portrait rights, copyrights, and the use of personal information
This course is recorded to be published online
as review and teaching material, and to be used
for research purposes with the aim of improving
the course itself.
Therefore, we would like to ask for yourcooperation and consent to:
Publish and use the videos and photos taken (mayinclude identifiable faces).
Allow the Center for Research and Development ofHigher Education and the University of Tokyo to use
these materials on official media (websites, leaflets,
research presentations, etc.) for the purposes early stated
and for publicity and promotion of academic activities.

Suggestions & class policies
Please, reach us out if there is a circumstance that you
feel will affect your participation, if you find yourself
overwhelmed, if we can do anything to make thiscourse more accessible and inclusive, etc. Do nothesitate. Let’s talk!

We shall address each other using the name and gender pronouns they told us.
Stay positive and keen to learn. Show interest in what others say and listen actively.
Respectfully “interrupt” the facilitators as much as necessary. Share thoughts and ideas actively.
Be respectful, constructive, and speak without reserve.
In online communication, overreactions are welcome.

FOLLOWING THE PREVIOUS SESSION…

Synthesis• What UTokyo Global FFDP is about• Practical aspects of the program• “Use of cameras in-class”: HIGHLIGHTS DOCUMENT• Got toknow each other, the program’s dynamics andplatforms• Youalso reflected on the educational practices of thesession & watched the video for this session

TodayAgenda• Last session & the science of learning discussion• The science of learning: video discussion & pedagogicalimplications• Learner-centered, active learning• Following next week

Main activities
Discussion about the connection between last session & the scienceof learning, video on the science of learning, pedagogical implicationsof the science of learning and meaning of active learning.

This session: Under its skin and why
Time to learn, think and discuss about how we/students learn and the factors thathave an impact on learning.

At a fundamental level!
Why is it important?
It leads to specific practical ideas for course and class design (days 4 to 7)
Underused. Few opportunities to be exposed to related research and training textbooks tend to omit
these aspects (Weinstein et al., 2018).
Many of you mentioned as challenges in HE; motivation of students, their enthusiasm, passive learning,transmissive teaching, or the lack of community building opportunities.

Goals (of the session)• To promote scholarly knowledge and educational(self-)reflection regarding how people learn.
• To generate opportunities to connect how
students learn with educational decisions bydiscussing the pedagogical implications of how
students learn.

Intended learning outcomes
At the end of the session, participants would be able to (at a fundamental level):• Understand and ponder the relevance of the different factorsthat have an impact over how students learn.
• Scholarly discuss the practical pedagogical implications overteaching of what we know regarding how students learn.

THE SCIENCE OF LEARNINGLast session: educational practices & decisions• Benefits/challenges of using/repeating work sequences involving individual work, work in pairs,groupwork, whole class work (slides 14, 23, 30)•

Benefits/problems of guiding too much/little (to the minute) students’ work (slides 14, 30)•

Benefits/challenges of building on students’ ideas & interests (slides 30/32, 35/36)•

Educational purpose/contribution of slides 22 and 35/36.

Last session (& the science of learning)• Sharing ideas about last session educational practices (group, 15min)• Share your ideas & try to connect the topic of debate with the contents of video.
• Prepare a synthesis of your ideas + any doubts in slide 1 of your group’s “in-class tasks” (prepare to present themin <2 minutes)
Group 1 : Benefits/challenges of repeating work sequences involving individual work, work in pairs, etc.
Group 2 : Benefits/problems of guiding too much/little (to the minute) students’ work
Group 3 : Benefits/challenges of building on students’ ideas & interests
Group 4 : Educational purpose/contribution of slides 22 and 35/36
Rest of observers: free to choose one group to observe• Your ideas (whole class, 15 min)
• Present the most relevant ideas and/or doubts for discussion(< 2min/group)Video about the science of learning• Sharing ideas about the video I (group, 15min)• Comment the most relevant ideas of the video for you and your doubts (try to solve them). Prepare asynthesis of any unsolved doubts & aspects for further discussion in slide 2 of your group’s “in-class tasks”(prepare to present them in <2 minutes)
Group 1
Group 2
Group 3
Group 4
Rest of observers: free to choose one group to observe• Sharing ideas about the video II (whole class, 15min)• Present the remaining doubts (2min/group)

BREAK 1

Video about the science of learningSome fundamental principles for/about learning

Pedagogicalimplications?

Teacher lenses: Pedagogical implications• Individually (2 min). Regarding the video (slides in GC).

Think (& take notes) about the pedagogical implications of the ideas discussed: how to transfer some of them to practice.
• In group (15 min)Share and summarize your ideas; group them by main topics/implications in slide 3 of your group’s “in-class tasks” (prepare topresent them in <2 min)Group 1
Group 2
Group 3
Group 4
Rest of observers: free to choose one group to observe• Whole class (20min)

Present your ideas (<2min/group) & discussion

BREAK 2Overall…
Learning being enhanced by T&L processes that implicate:

1. Safe environments, trusting relationships & supporting a sense of purpose & belonging.
2. Showing proximity, assertiveness, and availability & considering how our attitudes impact our students’.
3. Understanding & building on prior knowledge, interests, experiences and expectations (diagnostic assessment).
4. Evincing the relevancy, value and meaning of goals, knowledge and tasks.
5. Supporting motivation, goal-setting, agency, self-regulation and metacognitive skills.

Overall…

6.

Involving students in cocreating & generating diverse cooperative learning opportunities.

7.

Connecting, revisiting, & interleaving content across the course/tasks (learning progressions).

8.

Problematizing previous knowledge/skills, etc..

9.

Presenting ideas in complementary ways (dual coding), with breaks & not overloading.

10.

Scaffolding knowledge/tasks (worked examples) at the “right” challenging (desirable difficulty) level. Breakdown & integrate content/skills into components. Less scaffolding with more expertise.

Overall…

12. Using continuous assessment to enhance scaffolding.
13. Practicing (retrieve & use) through tasks of different nature (more variety with more expertise), approachable

through different angles, across time, and in a meaningful & authentic manner.
14. Using surprise and unexpected and close in time rewards.
15. Offering formative and timely feedback to reinforce learning, emotions, and attitudes towards learning, with apositive interpretation of errors, & valuing process and effort in addition to results.

CLOSING UP & BEFORE NEXT WEEK
24

Synthesis of today• Reflection

on educational practices and the science oflearning.
• Elementswith an impact on learning and pedagogicalimplications.

• Design involving:•“Flipped classroom”.

•Materials with gaps.

•Groupwork.

•

Connection between sessions.

•

Building on students’ ideas.

Next session
Teaching and learning methods, strategies, techniques

How can we contribute to our students’learning?
What methods, strategies and techniques canwe use to promote active and significantlearning?

Google Classroom & tasks• Upload a document to the task with your work (ideas, reflection,etc.).
• Take a look to the instructions and, if there are any doubts, donot hesitate to let us know • Specially for reflection, use your ideas and quote other’s  &read the document with ideas for reflective tasks. We will bepaying more attention to it in future tasks.
• Forum.

Time. Need more? Let us know with some anticipation Gabriel Hervás - @ utokyo_fd@he.u-tokyo.ac.jp

Before next session (or later)...
Reflection on groupwork(400w): May 8th

Watch video & participate in forum
May 8thReflection again on educational practices(350w, if written): May 22ndLet’s enjoy the ride

Whenever you have the time, look back toyour TPS… how would you modify it?

Now
What you learnt today (it includes the video).

a)• What did you learn that you did not know? How have your ideas changed?

No more than 2 ideas so you can delve into them: topics addressed explicitly orimplicit aspects of the class (design, structure, practices, etc.).
• “Muddy points” that remain unclear & any suggestions you’d like to give
regarding the class.
• Anything you would like to know more about/continue learning.
b)•What do you expect to learn during the next class.
After seeing the topic of the session, what do you expect to learn?

a & b in 250w
Self-assess your in-class participation•

Use the questions (attached to the task) & self-assess your participation today.

Enjoy the ride!
If you need anything, can’t meet deadlines, have any suggestions, etc., do nothesitate to talk to us Thank you!
See you: May 10thDr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo“Just” talk References• Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A topographical perspective considered. Educational

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References• Deans for impact (2016). Practice with Purpose: The Emerging Science of Teacher Expertise. Deans for Impact. https://deansforimpact.org/wp-content/uploads/2016/12/Practice-with-Purpose_FOR-PRINT_113016.pdf• Dehane, S. (2020). How we learn. Penguin.
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performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America,
111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018),772-775. https://doi.org/10.1126/science.1199327• Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer.
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Review, 31(2), 479-497. https://doi.org/10.1007/s10648-019-09462-8• Martella, A. M., Yatcilla, J. K., Martella, R. C., Marchand-Martella, N. E., Ozen, Z., Karatas, T., Park, H. H., Simpson, A., & Karpicke, J. D. (2021).
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Also, take a look at•
Key Findings and Implications of the Science of Learning and Development. Retrieved from https://turnaroundusa.org/wp-content/uploads/2018/02/KeyFindings-and-Implications-of-the-Science-of-Learning-Development.pdf•Johns Hopkins Science of Learning Institute http://scienceoflearning.jhu.edu/science-to-practice/resources/•The Education Hub https://theeducationhub.org.nz/category/school-resources/science-of-learning/