9-12-24 MEDG : Learning as a Guide for Teaching

Transcript

• 00:00Before, Janet gives introductions,
• 00:02my name is Janet Tetro.
• 00:04I'm the, vice chief for
• 00:06education for the section of
• 00:08general internal medicine.
• 00:10Just wanted to let you
• 00:11know the meeting is being
• 00:12recorded, so you're gonna be
• 00:13prompted to hit the okay
• 00:15button. This is for our
• 00:16colleagues who can't be here
• 00:17live.
• 00:19The section of g I
• 00:20m is delighted to come
• 00:22back together with our friends
• 00:24from the Center for Medical
• 00:25Education
• 00:26to host our first,
• 00:28of the academic year, a
• 00:30co hosted session between,
• 00:32GIM and the Center for
• 00:34Medical Education.
• 00:36And we're absolutely thrilled to
• 00:38welcome Doctor. Rando as our
• 00:39kickoff speaker for this session
• 00:41for the year.
• 00:43Doctor. Rando is the director
• 00:45of pedagogy for YSM. So
• 00:46a lot to learn from
• 00:47him.
• 00:49Before Janet introduces him, just
• 00:51wanna remind folks that,
• 00:53there's a full calendar of
• 00:55events for the center of
• 00:56medical education offerings, which is
• 00:58robust and wonderful for educators
• 01:01throughout Yale School of Medicine.
• 01:03Please do note our upcoming
• 01:05next co hosted session,
• 01:07which will be on October
• 01:08thirty first with GIM's own
• 01:11doctor Ava Black on overcoming
• 01:13imposter syndrome.
• 01:15I'm gonna turn the virtual
• 01:16podium over to Janet to
• 01:17introduce doctor Rando.
• 01:19Thanks a lot, Jeanette. I'm
• 01:21always thrilled to have a
• 01:22wonderful kickoff at the beginning
• 01:24of our year. So thank
• 01:25you, Bill. I've known Bill
• 01:27for many years.
• 01:29He's did his PhD at
• 01:30Northwestern and has been a
• 01:32really passionate educator over his
• 01:34entire life
• 01:35when he, many years ago,
• 01:37was at Yale heading the
• 01:38Graduate Center that then became
• 01:40the Poorvu Center.
• 01:42And when we were starting
• 01:43our educational strategic plan
• 01:45around
• 01:46two thousand thirteen to fifteen,
• 01:49Bill worked very closely with
• 01:51us in helping many of
• 01:52the aspects of the plan.
• 01:54And when we had the
• 01:55opportunity,
• 01:56which under Jessica's leadership, we
• 01:57were fab it was just
• 01:58fabulous to get this position
• 02:00to have a director of
• 02:01pedagogy,
• 02:02and we were able to
• 02:03recruit him back. And we
• 02:05are thrilled to have him
• 02:06on board with us. So
• 02:07thanks for everything that you're
• 02:08doing, Bill. Welcome, everybody.
• 02:13And his session today
• 02:15is
• 02:17very important called
• 02:19learning
• 02:19as a guide for teaching.
• 02:22So it's all about learning,
• 02:23changing the paradigm.
• 02:30Can everyone see that?
• 02:33Yep. That's good, Bill.
• 02:40Janet, do you
• 02:41Every everyone can text to
• 02:43get their CAB credits, and
• 02:45Reagan will put it also
• 02:46in the chat. So that's
• 02:48fine. Thanks, Bill. Yep.
• 02:52What's really exciting
• 02:54that and Dana really has
• 02:55helped with this. We are
• 02:57mapping all our sessions offered
• 02:59at the center this year
• 03:00with the
• 03:02milestones that the
• 03:04accreditation
• 03:05council for GME put together.
• 03:07They put a group together
• 03:09of experts
• 03:10to really help us as
• 03:11clinician educators figure out
• 03:13what
• 03:14are our CME needs when
• 03:16we go to a session.
• 03:17So ours are all mapped
• 03:19to the CE, the clinician
• 03:21educator milestones.
• 03:22This is relating to that
• 03:25slide. Thanks, Bill.
• 03:26Sure.
• 03:28Alright.
• 03:29Here we are.
• 03:31Well, first of all, thank
• 03:33you, Janet, for that wonderful
• 03:35introduction. It is
• 03:37a thrill to be for
• 03:38me to be, back at
• 03:40Yale. I just couldn't stay
• 03:41away from the place.
• 03:43And,
• 03:44and an even greater thrill
• 03:46for me to be starting
• 03:47off this wonderful,
• 03:50session,
• 03:51to to kick off the
• 03:53medical education
• 03:54discussion group.
• 03:56I hope this discussion leads
• 03:58to many more.
• 04:00I I hope it is
• 04:01the beginning
• 04:02of a an ongoing
• 04:04long and elaborate conversation
• 04:07about
• 04:08what learning
• 04:09can what we know about
• 04:11learning.
• 04:13What can that tell us
• 04:14about teaching? Can that help
• 04:15us teach in any way?
• 04:17Can it help us reach
• 04:18students understanding learning? Can it
• 04:21help us make decisions
• 04:23about
• 04:24what we do in the
• 04:25classroom?
• 04:27That's what that's what we're
• 04:28going to explore today. I
• 04:29hope that everybody comes away
• 04:31with,
• 04:32something
• 04:34that interests them, something that
• 04:35they can use, and something
• 04:37that they want to talk
• 04:38about more.
• 04:40But before we start, I'm
• 04:42just gonna ask you to
• 04:43do something.
• 04:44I'm gonna ask you to
• 04:46either in your mind or
• 04:47if you have a piece
• 04:48of paper and a pen
• 04:49handy,
• 04:51take a minute and think
• 04:53about how you conceptualize
• 04:55the learning process
• 04:58and maybe draw a picture
• 04:59of it. Is there
• 05:02do you have a vision
• 05:03or a thought or a
• 05:04picture
• 05:06of what what comes to
• 05:07your mind when you think
• 05:08about the learning process?
• 05:10I'm just gonna give you
• 05:12and or maybe it's a
• 05:13word. Maybe it's a word,
• 05:16but maybe it's a picture.
• 05:17Maybe
• 05:19it's a metaphor.
• 05:22Maybe you have a dominant
• 05:23metaphor. But I'm just gonna
• 05:25give you a minute
• 05:27to to just think about
• 05:28that for a minute.
• 05:29What does the learning process
• 05:33look like to you?
• 05:49Alright.
• 05:51If you haven't finished your
• 05:52drawing, you can keep drawing
• 05:53as we go along. I
• 05:55just wanted us to start
• 05:56there,
• 05:58and we'll come back to
• 05:59that in a minute.
• 06:01Alright. What are we gonna
• 06:02do today?
• 06:03Well, I've kind of conceptualized
• 06:05this hour in two in
• 06:06two parts. In the first
• 06:08part,
• 06:09I just wanna introduce,
• 06:12a formal model of how
• 06:14people learn. I don't know
• 06:15if people have seen formal
• 06:16models before. Some of you,
• 06:18I'm guessing, have, but some
• 06:19of you maybe have not.
• 06:21What might a formal model
• 06:22of learning even look like?
• 06:23Where do they come from?
• 06:25What is it?
• 06:27And then in the second
• 06:28part, we're gonna take two
• 06:29principles from this one formal
• 06:31model, and we're going to
• 06:34actively apply them to teaching
• 06:37and to our own teaching.
• 06:38What does this model
• 06:42or stated better?
• 06:43What does thinking about this
• 06:45model suggest
• 06:46that I might do as
• 06:48a teacher
• 06:49that would help me
• 06:50reach students,
• 06:53enjoy teaching more,
• 06:55all,
• 06:57all the things that we
• 06:58try to do
• 06:59as instructors. That's kind of
• 07:00the
• 07:01question for today. Can understanding
• 07:04something
• 07:05about
• 07:07learning
• 07:09help with my teaching?
• 07:12And
• 07:15these are the these are
• 07:16my,
• 07:17general very, general objectives
• 07:21that by the end of
• 07:22this hour, you will have
• 07:24a preliminary
• 07:25understanding of a formal model
• 07:27of t of learning
• 07:29and
• 07:31and,
• 07:32be able to think about
• 07:33it in terms of your
• 07:34own model.
• 07:36Is it like your model?
• 07:37Is it different
• 07:38from your model? Does it
• 07:39add to it?
• 07:41And the second objective
• 07:42is that you will have
• 07:44practice applying a formal model
• 07:47of pedagogical principles
• 07:50to your own teaching and
• 07:51and,
• 07:54see what that feels like.
• 07:55Does that feel like something
• 07:56that's fun and interesting to
• 07:57do?
• 07:58I hope so.
• 08:01But as I said at
• 08:02the beginning,
• 08:03what I really my overall
• 08:05objective is that this conversation
• 08:08leads to more conversations,
• 08:10along the same topic.
• 08:12To that end, I wanna
• 08:14talk a little bit about
• 08:15how we converse in the
• 08:16session.
• 08:19I believe,
• 08:21and Janet, you can just
• 08:22nod. Is Janet monitoring the
• 08:24chat?
• 08:26Yes. Thank you, Janet.
• 08:28So if you have a
• 08:29if a question comes up
• 08:30along the way,
• 08:32drop it in the chat,
• 08:34and Janet
• 08:35will be monitoring it and
• 08:36may and she can either
• 08:38interrupt me from time to
• 08:39time, or I'll look over
• 08:40at her picture and see
• 08:41her waving or she can
• 08:42raise her hand.
• 08:44But also,
• 08:45if you have a,
• 08:47something that you don't understand
• 08:49or a question along the
• 08:50way, please raise your hand,
• 08:52and,
• 08:54and I'll see that.
• 08:56There will be a chance
• 08:57in the middle for us.
• 08:59We I am going to
• 09:00do a one breakout
• 09:03room, which, of course, you
• 09:05you will all just be
• 09:06popped into rooms,
• 09:09to spend about five minutes
• 09:10talking about a question I
• 09:12will oppose. I hope you
• 09:14attended and participate, but if
• 09:15you don't feel like it,
• 09:16that's fine too.
• 09:18And then at the end,
• 09:20I will save time for
• 09:21questions. So that's kind of
• 09:23the,
• 09:26how this will play out,
• 09:29and I'm looking forward to
• 09:31every moment of it. Alright.
• 09:32Here we go.
• 09:34So
• 09:35the model that we're going
• 09:36to be working talking about
• 09:38today is basic is called
• 09:40constructivism.
• 09:43It's been around for a
• 09:44long time since the eighteen
• 09:46nineties. And, generally,
• 09:48the the beginning of constructivism
• 09:51began with somebody whose name
• 09:52you may recognize, Piaget,
• 09:55and also Vygotsky
• 09:57is also considered a constructivist.
• 10:00It is a
• 10:02learning theory that is rooted
• 10:04in
• 10:05the philosophy of epistemology,
• 10:07which is the question of
• 10:08how do we know things.
• 10:11And
• 10:12in the early years, the
• 10:13early ideas around constructivism
• 10:17were built around observing children.
• 10:19You know? Children learn so
• 10:21fast and so much and
• 10:22so naturally
• 10:23that it was a
• 10:25so so people were wondering
• 10:27how do they do that?
• 10:28How do they learn to
• 10:29speak? How do they learn
• 10:31that
• 10:31their hand is actually part
• 10:33of their body and that
• 10:34they can use it to
• 10:35do things like pick things
• 10:36up
• 10:37and and smash them together?
• 10:39And how do they discover
• 10:40their voice and how that
• 10:42they can make noise?
• 10:43And then, of course, how
• 10:44do they discover other things
• 10:46like toys, and how do
• 10:47they discover other people? How
• 10:49eventually do they learn that
• 10:51there's a difference between people
• 10:52and toys? Hopefully, they learn
• 10:54that. Not everyone does.
• 10:57But,
• 10:58ultimately, constructivism
• 11:00is concerned
• 11:01with the question of how
• 11:02we make meaning.
• 11:04How do we take all
• 11:05of this stuff in the
• 11:07environment
• 11:08and turn it into meaning,
• 11:09which is to say something
• 11:10that we care about, something
• 11:12that we can use to
• 11:14make our lives better, to
• 11:16move forward, to understand
• 11:18what our place is in
• 11:20the universe.
• 11:24I wanna
• 11:25call your attention to two
• 11:27publications,
• 11:29both fairly recent,
• 11:31that are important to the
• 11:33idea of constructivism
• 11:35because
• 11:35especially the first one, which
• 11:37was published in nineteen ninety
• 11:39nine, how people learn,
• 11:42because it really
• 11:46brought a a constructivist model
• 11:48of learning into the forefront,
• 11:50and it brought it to
• 11:51people who who hadn't been
• 11:52thinking about it. But for
• 11:54me, I had been thinking
• 11:55about it. But even for
• 11:56me, when it came out,
• 11:58I was astounded.
• 12:00Of course, there's been
• 12:02dads of research done on
• 12:04constructivism
• 12:06in the last hundred years,
• 12:08but it was shocking to
• 12:09me just how much we
• 12:11know now about how people
• 12:13learn,
• 12:14how much this,
• 12:16observational
• 12:18field had turned into a,
• 12:21empirical field. And even now
• 12:24a,
• 12:25a set of understandings that
• 12:27can be studied neurologically,
• 12:29that can be studied,
• 12:31and and a lot of
• 12:32these ideas are coming together
• 12:35In how people learn,
• 12:38the
• 12:39fundamental tenant of constructivism is
• 12:41stated, and I've got it
• 12:42on a quote here.
• 12:44It is quite simple
• 12:46that
• 12:48the process of learning is
• 12:50that new understandings
• 12:52are constructed
• 12:53by people on a foundation
• 12:55of existing understandings and experiences.
• 12:59That the relation that everything
• 13:02that we learn that is
• 13:04new
• 13:05is based upon
• 13:07things that we already know
• 13:09and our capacity
• 13:10to make sense of and
• 13:12integrate
• 13:13new things
• 13:14in the context
• 13:15of what we already know,
• 13:17and that's what we're gonna
• 13:18explore today.
• 13:20When how learning two came
• 13:22out in twenty eighteen,
• 13:25boy,
• 13:26I can I I
• 13:28things had
• 13:29changed? And I I call
• 13:30it,
• 13:32neo constructivism
• 13:34because it still had a
• 13:35constructivist base,
• 13:37but now
• 13:39and we are gonna we're
• 13:40gonna look at this
• 13:42in in in in how
• 13:43people learn too.
• 13:46The idea of knowledge and
• 13:49skills
• 13:50are so much more closely
• 13:52intertwined,
• 13:53and we're gonna talk about
• 13:55that relationship between knowledge and
• 13:57skills,
• 13:58how skills are not
• 14:01separate from knowledge, they are
• 14:02embedded in knowledge.
• 14:04And that
• 14:05knowledge isn't separate from skills,
• 14:07knowledge is embedded in skills,
• 14:09which
• 14:11I think maybe we know
• 14:12intuitively,
• 14:13but now we're understanding that
• 14:15mechanism,
• 14:16even more. So,
• 14:19let's
• 14:20start
• 14:21by talking about
• 14:23the basic tenets of constructivism.
• 14:26Now
• 14:29this image in front of
• 14:30you is obviously
• 14:31it's
• 14:32it it it is simply
• 14:34a
• 14:35representation of a network.
• 14:38I find it useful. I
• 14:39find it when I think
• 14:41of this is what I
• 14:42think about. I think about
• 14:42this is the mind of
• 14:43a student who is walking
• 14:44into our class. This is
• 14:45the mind, a massive network
• 14:54of ideas
• 14:56and thoughts.
• 14:57A massive network of skills.
• 15:00Things are tightly connected. Things
• 15:01are loosely connected.
• 15:03And
• 15:04what I really wish I
• 15:05could do, but I'm gonna
• 15:06have to ask you to
• 15:07do it with your imagination,
• 15:09is put this thing in
• 15:10motion.
• 15:12It is spinning and turning.
• 15:14It's throbbing. The the the
• 15:17outsides are coming into the
• 15:18middle, and the middle is
• 15:19going out to the outside.
• 15:21It is constantly in motion.
• 15:23That said,
• 15:25for every person,
• 15:27there is a shape.
• 15:28There is a shape. What's
• 15:30in my middle is different
• 15:31than what's in your middle.
• 15:33What what's on the outskirts
• 15:34of mine might be the
• 15:35middle for you.
• 15:37But this is this is
• 15:38this is the mind, and
• 15:39it is just doing this
• 15:41all day long.
• 15:43Let's go let's explore this
• 15:44a little bit further.
• 15:49We can look at constructivism
• 15:51as a dynamic process of
• 15:53constructing and orchestrating
• 15:55our own learning.
• 15:56I love that last part,
• 15:59orchestrating. I think this really
• 16:01comes
• 16:02is a point
• 16:03made much more deeply in
• 16:05how we learn too.
• 16:07The idea
• 16:08that this construction process happens,
• 16:11but maybe the most important
• 16:13part of that construction process
• 16:15is our capacity to orchestrate
• 16:17it.
• 16:18Our capacity to orchestrate
• 16:20or or to orchestrate our
• 16:22own learning. It's a complex
• 16:23system made up of knowledge,
• 16:25skills, attitudes, and motives.
• 16:28On the level of knowledge
• 16:29on the left side,
• 16:32Some of these nodes represent
• 16:34ideas.
• 16:35A single node sitting all
• 16:37by itself, which you can
• 16:38see a bunch of those,
• 16:39might be a single idea.
• 16:43It just sits out there.
• 16:44There it is, something we
• 16:45learned along the way.
• 16:48Not terribly,
• 16:50important all the time if
• 16:51it sits on the periphery.
• 16:52Facts. Facts that we've learned.
• 16:54But everything nothing is not
• 16:57connected. The connection may not
• 16:58be strong, but it's all
• 17:00connected.
• 17:01Stories.
• 17:02I don't know. I like
• 17:03to think of maybe that
• 17:05clump over there on the
• 17:06right. That might be a
• 17:08whole story. That might be
• 17:09the story about the time
• 17:10I went skiing in Canada.
• 17:12And it includes all kinds
• 17:13of knowledge
• 17:14about Canada and about skiing
• 17:16and about skills and about
• 17:17my family,
• 17:18but
• 17:20that knowledge is embedded in
• 17:22that story. It's embedded in
• 17:24those experience. That's where I
• 17:25keep it. If somebody if
• 17:27I'm in a class and
• 17:28somebody mentions
• 17:30Canada, boom.
• 17:32That's that whole clump,
• 17:35it it it becomes becomes,
• 17:38becomes,
• 17:39is involved in how I
• 17:41remember. And, of course, finally,
• 17:43at the bottom are models.
• 17:47That big chunk in the
• 17:48middle might be for a
• 17:51medical student,
• 17:52that student's
• 17:54emerging model of the human
• 17:56body or the emerging model
• 17:59of the causes of disease.
• 18:01It got big nodes in
• 18:02it because they're very important.
• 18:04It's connected to other nodes
• 18:06because I'm trying to build
• 18:08a model
• 18:09that lets me know
• 18:11how does the body work.
• 18:13You know, that that might
• 18:15be it.
• 18:16Hopefully, that's it. Hopefully, it's
• 18:18not off on some corner
• 18:19somewhere.
• 18:20But it but but a
• 18:22person's
• 18:23medical knowledge could be that
• 18:25big chunk that's off to
• 18:26the side.
• 18:28I don't think that would
• 18:29be ideal. I think we
• 18:30would like what our students
• 18:32are learning
• 18:33about medicine
• 18:35to be
• 18:36deeply integrated
• 18:38with the things that they
• 18:39care most about, who they
• 18:41are, and what their goals
• 18:42are for life,
• 18:44which is that kind of
• 18:46centerpiece.
• 18:47Let's look at the other
• 18:49side, skills.
• 18:50This is
• 18:51very interesting.
• 18:54One of the skills that
• 18:56is represented by this moving,
• 19:00network is metacognition,
• 19:03the ability
• 19:04to understand our own minds,
• 19:06to know how we think,
• 19:08to to be able to
• 19:10talk about how we think.
• 19:12In some way, our ability
• 19:13to describe this network,
• 19:15to know what matters most
• 19:17to us and what matters
• 19:18less,
• 19:19to matter to know,
• 19:21about,
• 19:22things that are difficult for
• 19:24us to learn and things
• 19:25that we think are easy.
• 19:26Metacognition,
• 19:29is connected to another incredibly
• 19:31important skill, which we call
• 19:33executive function.
• 19:35And executive function is basically
• 19:37the orchestrating.
• 19:38Executive function is,
• 19:41do I can I move
• 19:42my brain to do what
• 19:44I want it to do?
• 19:46Can I can I can
• 19:47I tell it to remember?
• 19:49Can I tell it to
• 19:50focus? You know, that's maybe
• 19:53maybe at the core
• 19:54of executive
• 19:55function is is my ability
• 19:58to focus,
• 20:00my ability to keep you
• 20:01know, I'm gonna try to
• 20:03keep my mind open. That's
• 20:05executive function.
• 20:06You know, that that's me
• 20:08telling my own brain, stay
• 20:09open.
• 20:11I know I have a
• 20:11tendency to close down. Stay
• 20:13open. Executive function.
• 20:15Do things,
• 20:20This is a big problem
• 20:21I have. I think I'm
• 20:22gonna take it step by
• 20:23step.
• 20:24Sure. I could sit here
• 20:26and obsess about the whole
• 20:27problem, but I'm not gonna
• 20:28do that. I'm gonna take
• 20:30it step by step.
• 20:32Diagnosis
• 20:34is executive function.
• 20:37Problem solving requires
• 20:39high executive function.
• 20:42And the last skill I
• 20:43wanna talk about
• 20:46is inferential reasoning.
• 20:48And this is
• 20:49a a topic that
• 20:51how we learn to really
• 20:53addresses quite beautifully.
• 20:55Because what it addresses
• 20:57is the fact that in
• 20:58this network that we're looking
• 20:59at,
• 21:00some of those ideas and
• 21:02facts and skills
• 21:03come from the outside world,
• 21:05but a lot of them
• 21:07come from just inside my
• 21:08head. We create our own
• 21:10knowledge.
• 21:11We we take two nodules
• 21:13and smash them together, and
• 21:15we discover something new.
• 21:17We'll take one of those
• 21:18nodules and rip it apart
• 21:20and realize, oh, it's actually
• 21:22two things, and now we
• 21:23have new knowledge. This process
• 21:27of inferential reasoning is is
• 21:30how we create knowledge. And
• 21:32I think it's something that
• 21:33we also
• 21:36even when we're teaching facts
• 21:38and ideas,
• 21:40we wanna give our students
• 21:42an opportunity to do that,
• 21:46because learning to do that,
• 21:48learning to do inferential reasoning
• 21:50isn't just a skill by
• 21:51itself.
• 21:52We know now that
• 21:54the knowledge that we create
• 21:56through inferential reasoning is knowledge
• 21:58that we know deeply.
• 22:01In other words, they aren't
• 22:02connected. The skill of inferential
• 22:04reasoning
• 22:05is deeply, deeply connected
• 22:09to the knowledge that we
• 22:10use in
• 22:11inferential reasoning.
• 22:14And, I mean, it's it's
• 22:15it's certainly
• 22:17suggests
• 22:18that
• 22:20the way we teach
• 22:22here using small groups,
• 22:24asking students to engage each
• 22:26other and solve problems,
• 22:30is not just a good
• 22:31idea.
• 22:32It's necessary.
• 22:34It's necessary for deep learning,
• 22:38to high function. And what
• 22:40could be more high functioning
• 22:41than functioning
• 22:43as a physician or a
• 22:44PA or a researcher
• 22:46or a nurse or any
• 22:48other profession. That's human beings'
• 22:50high functioning.
• 22:54To do that, we have
• 22:55to have learned very, very
• 22:57deeply, and that requires inferential
• 22:59reasoning.
• 23:00So let's let's take a
• 23:02let's let's now take a
• 23:04look at,
• 23:05how this works,
• 23:07in action. As I said,
• 23:08I wanna take a look
• 23:10at two principles
• 23:12of
• 23:14constructivism
• 23:15and see how they affect,
• 23:17teaching.
• 23:20But I'll I'll stop here
• 23:21for a minute and see
• 23:22if if there's anything in
• 23:23the chat from, Janet
• 23:26or if anyone
• 23:27has a a quick question
• 23:29to ask answer.
• 23:31Nothing in the chat, Phil.
• 23:33Alright.
• 23:34Okay.
• 23:36On we go.
• 23:40As I said,
• 23:42there was a lot we
• 23:43could talk about with constructivism,
• 23:45and that's not what I
• 23:46wanted to I don't wanna
• 23:47just do that today. I
• 23:48wanna now talk about two
• 23:49principles
• 23:50that I think you'll find
• 23:51really interesting.
• 23:53Again,
• 23:54the foundational
• 23:55idea.
• 23:56Learning
• 23:58is the process
• 23:59of,
• 24:01is a process by which
• 24:03new understandings
• 24:04are constructed
• 24:05on a foundation
• 24:07of existing
• 24:08of existing understanding and experiences.
• 24:12Well, because of that,
• 24:14there's one term that
• 24:16people that constructivists
• 24:18talk about a lot, and
• 24:20it's prior knowledge.
• 24:21Obviously, prior knowledge is just
• 24:23the term which is existing
• 24:25understandings.
• 24:26Prior knowledge is what students
• 24:28walk into our classes with.
• 24:30Prior knowledge. What they know
• 24:33about everything and particularly what
• 24:34they know about what we're
• 24:35teaching.
• 24:37Obviously, if new information is
• 24:39built on this thing, this
• 24:40thing must be pretty important.
• 24:42It is. So let's talk
• 24:44about but let's talk about
• 24:45some aspects of it that
• 24:46are also important.
• 24:48One is
• 24:49that prior knowledge
• 24:51can be both explicit and
• 24:53implicit.
• 24:54Meaning, this network that we
• 24:56see here,
• 24:58some of it is things
• 24:59that we know and can
• 25:00speak about,
• 25:02but some of it is
• 25:03stuff that we don't know.
• 25:05And yet it's functioning
• 25:07in our neural network and
• 25:09affecting how we think about
• 25:10things. We're not even aware
• 25:12that it's there.
• 25:14Implicit bias would be an
• 25:16example
• 25:17of
• 25:18implicit knowledge. Implicit bias
• 25:21is a knowledge structure. It
• 25:23includes beliefs. It may include
• 25:25facts.
• 25:26It's implicit.
• 25:29But we have implicit knowledge
• 25:30about everything. We have implicit
• 25:32body of implicit knowledge about
• 25:33the human body
• 25:35that we may have learned
• 25:36as children.
• 25:37We've learned it implicitly.
• 25:41So that's important. Explicit or
• 25:43implicit.
• 25:45Prior knowledge contains errors.
• 25:48Not sometimes,
• 25:49always.
• 25:51Oh, all knowledge
• 25:53contains
• 25:53errors in and the error
• 25:55might even be let me
• 25:57give you an example.
• 25:59I might know that
• 26:01Augusta is the capital of
• 26:02Maine.
• 26:03That's true.
• 26:05But
• 26:06the picture
• 26:07that I call up in
• 26:08my mind of Augusta
• 26:11is a beautiful seacoast city
• 26:13with seagulls
• 26:14and bells clanging.
• 26:16That's not right. That's Portland.
• 26:19That's not Augusta. Augusta is
• 26:21landlocked.
• 26:22So
• 26:23it's true. I know the
• 26:25capital of Maine,
• 26:27and yet
• 26:28my picture
• 26:29of it is not right.
• 26:31It's Portland.
• 26:32And so
• 26:34all correct knowledge
• 26:37will contain an element that
• 26:38needs to be refined.
• 26:41So that that's a really
• 26:42important thing to know.
• 26:45And this third thing is
• 26:46that prior knowledge can be
• 26:48very resistant to change.
• 26:50Sometimes things we have prior
• 26:51knowledge about, we've known or
• 26:53believed
• 26:55for our whole lives.
• 26:58Sometimes
• 26:59a piece of prior knowledge
• 27:01or an idea or a
• 27:03thought
• 27:07can be,
• 27:09something that
• 27:12many other nodes in our
• 27:13knowledge structure are dependent upon.
• 27:16I'm not gonna give that
• 27:17up.
• 27:18If nothing else, at any
• 27:20given moment in time,
• 27:22the knowledge I have, I've
• 27:24worked to create.
• 27:25Why? I constructed it. I
• 27:27either constructed it from the
• 27:28outside or I constructed it
• 27:30through inferential reasoning. The point
• 27:32is I've put effort into
• 27:33my into my knowledge,
• 27:35and
• 27:36I may not wanna change
• 27:37it.
• 27:38I may not wanna change
• 27:40it.
• 27:40Okay. Let's take a look
• 27:42at prior knowledge
• 27:44in action.
• 27:46Janet, are you wait. No.
• 27:50I thought you have a
• 27:51question.
• 27:52I don't know if you
• 27:52wanna answer it now. We
• 27:53could hold off. But, we
• 27:55have one question, Bill, that
• 27:57how does constructivism
• 27:58relate to the concepts
• 28:00of Bloom's taxonomy?
• 28:04Okay. I think I can
• 28:05do that now because it's
• 28:07a great question.
• 28:10Bloom's taxonomy,
• 28:11for those of you and
• 28:12I I don't have a
• 28:13slide of it, but bloom's
• 28:15taxonomy
• 28:17posits
• 28:18that learning,
• 28:21that has different levels.
• 28:25From at the bottom level,
• 28:26it's often phrased as a
• 28:28triangle,
• 28:29and the bottom level
• 28:31is knowledge.
• 28:33So if I were to
• 28:36I would say the little
• 28:37tiny dots.
• 28:40It's it's it's not complete,
• 28:41but I'm gonna say the
• 28:42little tiny dots into our
• 28:44knowledge, our nodes of knowledge.
• 28:47The larger that dot gets,
• 28:49then it might be
• 28:53more
• 28:54complicated
• 28:56concepts,
• 28:57slightly bigger.
• 29:00Analyses and models, bigger and
• 29:02bigger.
• 29:04Bloom's tax but Bloom's taxonomy
• 29:06also talks about these things
• 29:08as skills, which this does
• 29:10too.
• 29:11So when I'm engaging in
• 29:13synthesis,
• 29:14putting things together,
• 29:16or analysis,
• 29:17taking things apart,
• 29:19I might be doing those
• 29:20dark lines
• 29:22in the middle.
• 29:23Those are strong connections.
• 29:26Those are,
• 29:28elements and ideas that were
• 29:29formed
• 29:30through
• 29:32hard intellectual
• 29:33work,
• 29:34analysis,
• 29:36synthesis.
• 29:38And finally,
• 29:40when I was referring earlier
• 29:42to,
• 29:43excuse me, to inferential reasoning,
• 29:47that's when we get into
• 29:49creation. That's creation. That's exactly
• 29:51what that is. So when
• 29:53we engage our students in
• 29:54inferential reasoning,
• 29:56we're engaging them in knowledge
• 29:58creation. So I hope that's
• 30:00a start, but we can
• 30:01talk about that more. But
• 30:03that's my that's my take
• 30:05on that. Alright.
• 30:07Let's let's come here. Now
• 30:09what is the role of
• 30:10prior knowledge,
• 30:12say, in the classroom, in
• 30:13learning? So this, again, is
• 30:15just a visualization.
• 30:18This isn't you know, it
• 30:19doesn't really look like this.
• 30:21But, anyway,
• 30:22so here on
• 30:25the right side of the
• 30:26screen is a piece of
• 30:27new knowledge, a skill sitting
• 30:28out there. It's in our
• 30:29minds. We're about to toss
• 30:31it to our students.
• 30:33And
• 30:34according to constructivism,
• 30:36what we're doing is we're
• 30:37tossing that new knowledge into
• 30:39this prior knowledge and skills
• 30:40network.
• 30:42And, basically,
• 30:44there's three things that can
• 30:45happen.
• 30:48One is and we'll I'll
• 30:49do the bottom first.
• 30:51One is
• 30:52it bounces off. Doesn't even
• 30:54go in.
• 30:56No. You know? Just bounces
• 30:58off.
• 31:00And there's a bunch of
• 31:00reasons
• 31:02why that could happen.
• 31:04One is I'm not paying
• 31:05attention.
• 31:07One is
• 31:08I'm not there.
• 31:10Okay. That's a drastic reason
• 31:12why why,
• 31:13it it never reached me
• 31:14to begin with.
• 31:16But another reason is I
• 31:18can't make sense of it.
• 31:20I'm not interested in it.
• 31:22It doesn't fit in with
• 31:23my current understanding.
• 31:25I'm sticking with my understanding.
• 31:28I'm I'm I'm just not
• 31:30I'm not ready
• 31:31to learn that,
• 31:34and the focus of my
• 31:35neural network is elsewhere.
• 31:38In which case, the thing
• 31:39that we said, boom
• 31:40boom bounces off.
• 31:42And anyone who's ever taught
• 31:44a class as have I,
• 31:45hundreds of classes, where I've
• 31:47said something
• 31:48twenty times
• 31:49and then on the test
• 31:50or quiz,
• 31:52they're still giving this answer
• 31:55from six weeks ago. It's
• 31:56happened to all of us.
• 31:57Well, guess what was happening
• 31:58all quarter? Bang, bang, bang,
• 32:00bouncing off.
• 32:02That's not a good outcome.
• 32:04Second outcome on the top,
• 32:05the purple line.
• 32:07It comes in and it
• 32:09stays, but it stays in
• 32:10the outskirts.
• 32:12And,
• 32:15it's it's connected. Actually, I
• 32:18probably
• 32:19it it should have a
• 32:20line going to it. I
• 32:21I missed that.
• 32:22It is connected,
• 32:24but it's connected
• 32:25on the outscore on the
• 32:27outskirts.
• 32:28It's in book learning.
• 32:30It's something that I lock
• 32:32away,
• 32:33but I don't actually take
• 32:34in deeply.
• 32:36And the third outcome is
• 32:37the orange line,
• 32:39which goes right into the
• 32:40middle.
• 32:43And that's usually what we
• 32:44want. And when that happens,
• 32:49what this is here's when
• 32:50that happens, when that thing
• 32:51goes right in the middle,
• 32:52something begins to happen.
• 32:55Suddenly, our neural network changes,
• 32:58and
• 32:59and and that new piece
• 33:00of knowledge
• 33:01changes all the knowledge around
• 33:02it. It might. I never
• 33:04knew that worked that way.
• 33:06It might be so inspiring,
• 33:07so profound
• 33:09that after a time,
• 33:11it isn't even
• 33:12it's not distinguishable
• 33:14as its former self. It
• 33:16has been integrated
• 33:17into our network,
• 33:19and it has changed all
• 33:20the information around it.
• 33:23Wow. You know, that's the
• 33:25kind of that doesn't happen
• 33:26every day in learning,
• 33:28but it does happen
• 33:30that somebody
• 33:32that we teach something that
• 33:33really changes
• 33:35how students understand a topic.
• 33:39Sometimes we might even be
• 33:42teaching something
• 33:43which changes
• 33:44how students feel about the
• 33:46world
• 33:47or themselves
• 33:49or their profession,
• 33:50their goals, whatever. You know?
• 33:52Some teaching is that profound
• 33:55that it actually changes the
• 33:57center
• 33:58of
• 33:59who we are
• 34:00and and how we think
• 34:01about things.
• 34:02That's a good right.
• 34:04It's like, well,
• 34:06Well, I think somebody might
• 34:08need muted.
• 34:11You know, let's open it
• 34:12back. I'm trying to look
• 34:13in right now, but
• 34:15yeah.
• 34:16It was kinda like
• 34:18Thank
• 34:23You're muted, Bill.
• 34:32Thank you.
• 34:39So what I wanna think
• 34:40about now
• 34:42and
• 34:44is
• 34:46this,
• 34:48the most important insight
• 34:50that our our work on
• 34:52prior knowledge has taught us
• 34:53is one thing,
• 34:55which is that if we
• 34:56want this to happen,
• 34:58if we want let me
• 34:59let me go back to
• 35:05I wanna go back to
• 35:10this slide.
• 35:13If we want the middle
• 35:14thing to happen,
• 35:16what we need to do,
• 35:17there's something we can do
• 35:19to help that happen. It's
• 35:20called activation.
• 35:22We have to activate
• 35:24students' prior knowledge.
• 35:26This is
• 35:28the the which means
• 35:31because when they come into
• 35:32our class, this network exists.
• 35:35But
• 35:37to get it
• 35:39constructing,
• 35:40it has to be activated.
• 35:42It has to be turned
• 35:43on.
• 35:45We have to be remembering
• 35:46that that our job today
• 35:48is not just to listen
• 35:49to what you're saying, you,
• 35:50the teacher.
• 35:52It is to come to
• 35:53terms with what we think.
• 35:55That's what we're trying to
• 35:56affect,
• 35:57our own thinking.
• 35:58So we as teachers
• 36:01will have a better chance
• 36:03of that central thing if
• 36:05we've activated
• 36:06students'
• 36:07prior knowledge.
• 36:09And if we look at
• 36:10this drop this diagram
• 36:12in terms of activation versus
• 36:14nonactivation,
• 36:15certainly,
• 36:16we can say that that
• 36:18bounce off experience
• 36:20is
• 36:22prior knowledge that is not
• 36:23activated. It's just sorry. It's
• 36:25asleep right now.
• 36:27It's,
• 36:29in the second one, in
• 36:30the purple example,
• 36:32it's kind of on, but
• 36:34today, I am just listening
• 36:36for sorta, you know, what
• 36:38extra facts I can get.
• 36:40I am not actively
• 36:42processing
• 36:43as in the third thing,
• 36:44which is I am not
• 36:45taking this new information
• 36:47and asking myself, how does
• 36:49this change how I think
• 36:51about the process?
• 36:54And we as teachers can
• 36:55check can affect that a
• 36:56little bit.
• 36:59For example,
• 37:02I'll give you two examples.
• 37:03One is from this session.
• 37:05The first thing I did
• 37:06when we started was to
• 37:08ask you to conceptualize
• 37:11your own model of learning,
• 37:13and
• 37:14I just wanted to activate
• 37:16that.
• 37:17I just some of you
• 37:18may have models,
• 37:21maybe not. But I wanted
• 37:23you to spend a minute
• 37:25thinking about the question, how
• 37:27do I think about learning
• 37:29to activate that piece
• 37:31so that as I talk
• 37:32about this new model,
• 37:34I'm hoping you're more likely
• 37:36to integrate those two things,
• 37:38that this model
• 37:39becomes part of your model
• 37:41or at least some of
• 37:42it so that you can
• 37:43use it.
• 37:44Activation
• 37:45of prior knowledge
• 37:47is one of the key
• 37:50foundations
• 37:51of constructivist
• 37:52learning.
• 37:54So
• 37:54now is the time when
• 37:55we're gonna
• 37:56do our breakout thing.
• 38:00In a minute, you're going
• 38:01to be
• 38:02popped into a group of
• 38:04roughly six other learners,
• 38:08and I want you to
• 38:09think about some things.
• 38:12I want you to think
• 38:13about
• 38:13a class you teach
• 38:15in which
• 38:17you can say that prior
• 38:19knowledge students' prior knowledge is
• 38:21important.
• 38:23I don't know. Maybe maybe
• 38:24you've noticed
• 38:26that there seem to be
• 38:27conceptions that students are unwilling
• 38:29to let go of,
• 38:33or maybe the way you
• 38:34teach really does rely on
• 38:37what students know before.
• 38:40Think about that.
• 38:42Think about the prior knowledge.
• 38:44Is it generally accurate, or
• 38:46is it generally
• 38:47inaccurate?
• 38:48Are you building on an
• 38:49accurate foundation,
• 38:51or are you really trying
• 38:52to let them let go
• 38:54of an inaccurate
• 38:55representation
• 38:56and
• 38:58switch it for an accurate
• 38:59one. That's harder to do.
• 39:01You can't do that if
• 39:03you don't engage
• 39:05prior knowledge. And this is
• 39:06the experience, again, so many
• 39:08teachers have had
• 39:09where they say a concept
• 39:11over and over and over.
• 39:13And then at the end,
• 39:15students are still answering questions
• 39:17using their own model.
• 39:19There was some of you
• 39:20may have seen
• 39:23many years ago, I believe
• 39:24it was in the seventies,
• 39:27Harvard College
• 39:29took out a camera
• 39:31and asked graduating seniors
• 39:34why it's cold, all of
• 39:36whom had taken physics and
• 39:38astronomy.
• 39:39Okay?
• 39:40Why is it colder in
• 39:41the winter?
• 39:43And, again,
• 39:45many of them, smart kids
• 39:47smart kids who had learned
• 39:48about the tilting of the
• 39:50axis, etcetera,
• 39:51said,
• 39:53I think it's because the
• 39:54sun the earth is further
• 39:55away from the sun.
• 39:57And and what is that?
• 39:59That is a great example
• 40:01of prior knowledge holding on
• 40:03and not letting go.
• 40:06And and it it's it's
• 40:07called a private universe. It's
• 40:09a great video. I I
• 40:10I I suggest you take
• 40:11a look at it. I
• 40:12don't think it is particular
• 40:14to Harvard. I think it
• 40:15would happen with any undergraduate,
• 40:17but we've all faced that.
• 40:20So
• 40:20what is the prior knowledge
• 40:22that students might be coming
• 40:23into your class with? A
• 40:25bias, a belief effect.
• 40:27And if you were to
• 40:28start class by engaging
• 40:31that knowledge, how might you
• 40:32do it?
• 40:33I did it by having
• 40:34you draw a conception.
• 40:36Once, I'll give you another
• 40:38example, I did it when
• 40:39I was starting a section
• 40:40on leadership,
• 40:42and
• 40:44I started off with a
• 40:45class of about fifteen students.
• 40:47And I said, I'm gonna
• 40:48stand at the board and
• 40:49you tell me, let's write
• 40:51down a name of every
• 40:52you know, a leader. Just
• 40:53shout them out. We did
• 40:54that for ten minutes.
• 40:56And but the end, we
• 40:56had a whole board full
• 40:58of leaders. And then I
• 40:59stood
• 41:00back and we looked at
• 41:01it.
• 41:02What do you see?
• 41:04What is our collective
• 41:06thought about leadership? Well, I'm
• 41:08gonna tell you something. Now
• 41:09this was about thirty years
• 41:10ago, but I'm gonna tell
• 41:11you one thing, and none
• 41:13of the students noticed it.
• 41:15I had to say it
• 41:16at the end.
• 41:17Not one woman.
• 41:19It was all men.
• 41:21And what a great way
• 41:24to start
• 41:25a section on leadership
• 41:28than highlighting for my students
• 41:31an aspect of their
• 41:33thinking, their current thinking
• 41:35about leadership.
• 41:37And in this case, a
• 41:38kind of nefarious one, you
• 41:40know, one that needed to
• 41:41be explored.
• 41:42I I I may you
• 41:43know, I got a bit
• 41:44lucky in that, but that's
• 41:46the kind of thing I'm
• 41:46talking about. Alright. I'm gonna
• 41:49give you I'll give you
• 41:50about five minutes,
• 41:52and,
• 41:54my my good colleague, Ed,
• 41:55is going to put you
• 41:57into groups. If you end
• 41:59up in a group with
• 42:00nobody, he will pop you
• 42:01into a group with somebody.
• 42:03Take five minutes
• 42:04and talk about
• 42:06these three questions. How might
• 42:07you activate
• 42:09and engage students
• 42:10prior knowledge?
• 42:12Okay, Ed? Thanks, Bill. I'm
• 42:14opening all the rooms now.
• 42:16Thank you.
• 42:32Welcome back.
• 42:36Before we go on, would
• 42:37could,
• 42:38one person,
• 42:41share
• 42:42a an example of activating
• 42:44prior knowledge?
• 42:50Bill, let
• 42:51me I can take that
• 42:52one because I, I got,
• 42:54shut down,
• 42:55but there were very good
• 42:56comments in my group. Can
• 42:58you hear me? Yep. Yep.
• 42:59Perfect.
• 43:01So I I think that,
• 43:03I really like the comment
• 43:04of how patients can be
• 43:06so activating
• 43:07and and suddenly bring this
• 43:09whole world of information where
• 43:11to build on. So there
• 43:12was discussion about that.
• 43:15There was also comment about
• 43:17how,
• 43:18assessment and examination can also
• 43:21be a trigger for that.
• 43:24And and a third one
• 43:25about the preconceptions
• 43:27that the students come in
• 43:28with that can be helpful
• 43:30to build on. And I
• 43:31think that along those lines,
• 43:35I I I wanted to
• 43:37ask you, you talked a
• 43:38lot about constructivism.
• 43:39Thank you very much because
• 43:40usually we don't,
• 43:41but this was the opposite.
• 43:43We didn't talk about positivism,
• 43:45objectivism, etcetera, etcetera,
• 43:47where the students often will
• 43:49come with a lot of
• 43:50knowledge, you know, RCTs and
• 43:52numbers, but let's sew on
• 43:54constructivism.
• 43:55And and I guess that
• 43:56the final point is that
• 43:57once something that is quite
• 43:59activating is thinking about oneself.
• 44:01You know? What is it
• 44:02that the students themselves
• 44:04have by ways of past
• 44:05experiences? We heard example of
• 44:07preconceptions
• 44:08about conception,
• 44:10about reproductive health, etcetera. So
• 44:12I'll I'll stop there.
• 44:15Thank you so much for
• 44:16that. I mean, as I
• 44:17said, at the center of
• 44:18that network is the self.
• 44:20That's the center.
• 44:22And if we activate self,
• 44:24we activate
• 44:25so much of what matters
• 44:27to students and so much
• 44:29of what they're likely to
• 44:30remember.
• 44:32So and and make meaning.
• 44:34This again, it's about making
• 44:35meaning, and meaning
• 44:37begin
• 44:41self. Grace. Thank you for
• 44:42that. Alright. Let me
• 44:49final couple of slides here.
• 44:53Some thoughts just some general
• 44:55thoughts
• 44:56on
• 44:57cognition and skills. I remember
• 44:58I mentioned this earlier
• 45:01about the importance
• 45:02of inferential reasoning ability.
• 45:09And,
• 45:12you know, we we are
• 45:13currently working with, you know,
• 45:16students teaching in or or
• 45:19students who are learning
• 45:20in workshops
• 45:22and trying to encourage
• 45:24more opportunities,
• 45:26direct and clear opportunities
• 45:28for students to do this
• 45:29inferential
• 45:30reasoning
• 45:32to develop their inferential reasoning
• 45:34ability,
• 45:35not just
• 45:36to gain
• 45:37critical thinking skills, but true.
• 45:40Not just to gain
• 45:42interpersonal skills,
• 45:44true.
• 45:45But we know
• 45:47that when ideas
• 45:49are connected
• 45:50to our ability to reason,
• 45:54to make inferences,
• 45:56when we know something well
• 45:57enough
• 45:58to make inferences about it
• 46:00and other ideas, we really
• 46:02know it. And so this
• 46:04this process of learning in
• 46:05workshops
• 46:06and asking students
• 46:08to do that
• 46:10becomes more important than ever.
• 46:14But before I do this,
• 46:15I wanna I wanna say
• 46:17one last thing, which is
• 46:18this.
• 46:20I I I observe a
• 46:21lot of classes,
• 46:22and I see all kinds
• 46:23of teaching.
• 46:24And if I
• 46:25could make
• 46:27one comment about that with
• 46:28reference to this, it's this.
• 46:30We often ask students what
• 46:33questions.
• 46:34We ask we ask them
• 46:35a lot of fact questions.
• 46:37And when we do that,
• 46:39the most important thing we
• 46:41can do
• 46:42is to follow-up with how
• 46:44did you come to that?
• 46:46How did you come to
• 46:48that?
• 46:48That question
• 46:51is essential
• 46:52to help
• 46:53students,
• 46:54a,
• 46:56practice inferential
• 46:57reasoning ability,
• 46:59b,
• 47:00expose their thinking
• 47:01to us so that we
• 47:03can engage it.
• 47:05How did you come to
• 47:06that? And to develop metacognition.
• 47:09How did I come to
• 47:10that? How do I come
• 47:11to conclusions?
• 47:12And so with that,
• 47:14I'm going
• 47:15to say thank you very
• 47:17much,
• 47:18and I'm going to put
• 47:20up We have a we
• 47:21have a question.
• 47:22Okay. Dana?
• 47:24Well, this is excellent. It's
• 47:26kind of a question and
• 47:27a comment, but I think
• 47:28your line of,
• 47:30constructivism
• 47:31begs the students
• 47:34well founded, I think, students'
• 47:35concern about the lack of
• 47:38continuity
• 47:39in teaching the workshops or
• 47:41not the workshop, the workshop
• 47:42potentially, but also the lectures
• 47:44that, you know, teachers then,
• 47:46can't activate prior knowledge if
• 47:48they don't know what what
• 47:49they know.
• 47:51So I think it's, something
• 47:52we need to grapple with.
• 47:54Yeah. Thank you, Dana. I
• 47:55think you're I think you're
• 47:56a hundred percent right.
• 47:59Do we have time for
• 48:00another comment?
• 48:01Yes. And
• 48:02and you could put up
• 48:03the, the Vowel slide if
• 48:05you want while people are
• 48:06doing that, but definitely time
• 48:07for another comment. Bonnie, go
• 48:09ahead.
• 48:12I was just curious, like,
• 48:13how much,
• 48:14a need for a
• 48:16particular concept,
• 48:18in education paradigm is important.
• 48:20Like, so we were actually
• 48:21discussing our group, like, if
• 48:22a student need that particular
• 48:24concept,
• 48:25even if it is outside
• 48:27their current learning, knowledge fair,
• 48:29they will try to
• 48:30integrate that within the within
• 48:32their knowledge.
• 48:33If not, they will just
• 48:34leave it. Like, I was
• 48:35giving an example where genetics
• 48:37course for medical students, they
• 48:39will not consider that as
• 48:40a necessary course for their
• 48:42survival in medical,
• 48:44sphere.
• 48:45So probably they will take
• 48:46it passively rather than actively.
• 48:48So what do you think
• 48:49about that, like, necessity of
• 48:51a knowledge?
• 48:53Well, you know, some of
• 48:54the knowledge that students learn
• 48:56in class, they don't integrate
• 48:57deeply right away.
• 48:59Hopefully, they hold onto it.
• 49:01And in another setting, like
• 49:03a workshop or something or
• 49:04down the road or when
• 49:06they hit the floors,
• 49:09that information becomes activated and
• 49:11integrated.
• 49:12The the the There is
• 49:13a space where you can
• 49:14keep it? Like Yes. Of
• 49:16course. Yes. Yeah. There is.
• 49:18There is. Now it might
• 49:19flow. It might kinda fly
• 49:21away. It might not be
• 49:22kept close enough to be
• 49:25collected again.
• 49:26But no. Stuff a a
• 49:28lot we have a lot
• 49:29of stuff
• 49:30in our minds
• 49:31that
• 49:32we haven't fully integrated and
• 49:34therefore can't fully use, but
• 49:36it doesn't mean
• 49:37we don't I mean, there's
• 49:39a classic example,
• 49:42that I remember, an economist
• 49:44economist professor once said,
• 49:47and he would be giving
• 49:47this complex
• 49:49lecture on game theory, and
• 49:51all the students are going
• 49:52like this.
• 49:54They're all nodding. And you
• 49:56know what that is? That's
• 49:57called recognition.
• 49:58That makes sense. That makes
• 50:00sense. That makes sense. It
• 50:01doesn't mean they know it.
• 50:02And in fact, then when
• 50:04they take the test, they
• 50:05don't know it. But but
• 50:06what's happening is the knowledge
• 50:08is bouncing up against things
• 50:10that we kinda recognize.
• 50:12They're not really engaged, but
• 50:13we recognize,
• 50:15you know, at a at
• 50:15a at a superficial level.
• 50:17Yeah. That makes sense.
• 50:19But it's not deep learning.
• 50:24Any others?
• 50:26Well, this was terrific, Bill.
• 50:28It it really pushes us
• 50:30to think about what we
• 50:31can do to really promote
• 50:32learning with with our students
• 50:34across
• 50:35undergraduate,
• 50:36our residents, our fellows, and
• 50:37our faculty. So thank you
• 50:39so much
• 50:40for kicking off the season.
• 50:42You're welcome. And as I
• 50:43said before, anyone who wants
• 50:45to continue this con conversation
• 50:47further or
• 50:48experiment with something in your
• 50:50class, please don't hesitate to
• 50:51contact me. I love those
• 50:53kinds of experiments.
• 50:57Bye, everyone.
• 50:58Bye, everyone.