how students learn
The Effective Lifelong Learning Inventory, developed by a research group at the University of Bristol in the UK, is a self-assessment tool that helps learners develop an awareness of how they learn and encourages them to take responsibility for their learning. It contains seven scales that profile an individual’s capacity for lifelong learning. The high and low ends of those scales identify two very different approaches to learning. I think they make a nice companion to the list of learner characteristics in the January 22, 2014 post.
“Efficient and effective learning starts with a proper mindset,” Stephen Chew writes in his short, readable, and very useful chapter, “Helping Students to Get the Most Out of Studying.” Chew continues, pointing out what most of us know firsthand, students harbor some fairly serious misconceptions that undermine their efforts to learn. He identifies four of them.
There is a landfill of studies—more than 3,000 articles and 600 books. If you Google “learning styles” you will get 9.7 million hits in 0.16 seconds. “Learning styles workshops” produces 7.8 million hits and even “critiques of learning styles” garners 460,000 items. By the numbers of instruments, handbooks, and workshops advertised online, learning styles must be a sizable industry. But after diving into the pile, my mind was full of grit and cynicism. A zealous quest has created claims and theories so bad they aren’t even wrong. There had to be something useful in all this effort or despair would settle over me like so much dust.
Metacognition can be a word that gets in the way of students’ understanding that this “thinking about thinking” is really about their awareness of themselves as learners. Most students don’t spend much time thinking about learning generally or how they learn specifically. In order to become independent, self-directed learners, they need to be able to “orchestrate” their learning. That’s the metaphor the National Research Council uses to describe planning for learning, monitoring it as it occurs, and then evaluating both what has been learned and how it was learned.
If you think brain science isn’t part of your teaching job description, think again. Teachers deal with the neurochemistry behind student learning processes whether they want to or not. In this interactive presentation participants will gain basic knowledge of brain function with respect to learning. They will see how current teaching strategies address some of the neuroanatomical processes and how fundamental knowledge of brain structure can improve teaching strategies.
audio Online Seminar • Recorded on Tuesday, November 27th, 2012
A new edition of a classic book on the curriculum suggests eight lessons from the learning literature with implications for course and curriculum planning. Any list like this tends to simplify a lot of complicated research and offer generalizations that apply most, but certainly not all, of the time. Despite these caveats, lists like this are valuable. They give busy faculty a sense of the landscape and offer principles that can guide decision making, in this case about courses and curricula.
In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads.
But despite the prevalence of technology on campuses, a new study indicates that computers alone can’t keep students from falling into their same weak study habits from their ink-and-paper days.