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Helping Students Learn to Learn: Helping Students to Achieve Higher Level Learning Outcomes

Helping Students Learn to Learn: Helping Students to Achieve Higher Level Learning Outcomes. Angela Ho, EDC Chan Chi Hung, Learning to Learn Project. What Deficiencies in Cognitive Learning do Students Have?. What can the interview excerpts tell us?.

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Helping Students Learn to Learn: Helping Students to Achieve Higher Level Learning Outcomes

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  1. Helping Students Learn to Learn:Helping Students to AchieveHigher Level Learning Outcomes Angela Ho, EDC Chan Chi Hung, Learning to Learn Project

  2. What Deficiencies in Cognitive Learning do Students Have? What can the interview excerpts tell us?

  3. Deficiencies in Cognitive Learning Demonstrated by Many Students • Lacking thinking abilities, resulting in • Reliance on memorization, frequently without understanding, leading to • Giving ‘quantitative answers’ which stuff in as much information as possible, instead of producing ‘quality answers’ which demonstrate understanding

  4. Students have expressed the need for “improving our thinking process” • To know the aims of learning • To set learning goals • Improve our thinking process   • Skills to answer questions • Learn to apply in daily life   • To know more about real world situations • How to learn efficiently & effectively, i.e. less time to learn more, less effort to get more returns   • Learn the different ways for learning different subjects e.g. ICT, IT   (Perceived needs for Learning to Learn, ENGL, 2001)

  5. For the Success of Your Study Addressing the issues of • Deficiency in higher order thinking abilities • Reliance on memorization of information • Answers which resemble a ‘laundry list’ which shows little understanding

  6. What is Learning? What is a Good Answer?

  7. Underpinning theories • Conceptions of learningQuantitative conception: increase in knowledgeQualitative conception: achieve genuine understanding • Approaches to learningConcept: deep approach VS surface approachInstrument: Study Process Questionnaire (SPQ) • SOLO taxonomy

  8. SOLO Taxonomy(Biggs & Collins, 1982)(Structure of the Observed Learning Outcomes) • Extended abstract • Relational • Multistructural • Unistructural • Prestructural

  9. Low level answers and High level answers • Unrelated DetailsReproduce as many points as possible from the notes or the textbook whether with understanding or not. • Relational UnderstandingThe answer should be able to give a meaningful explanation of the topic, showing how things are related and applied. • Extended ideasThe answer contains original ideas of the student in addition to showing a deep understanding of the topic.

  10. Improving to Higher Level Answers • Unrelated Details  • Relational Understanding  • Extended Ideas

  11. Improving from Unrelated Details to Relational Understanding (p.5)

  12. Improving from Relational Understanding to Extended Ideas(p.6)

  13. Relational Understanding Contrast Compare Analyze Explain Relate Apply Extended Ideas Reflect Generalize Recommended Hypothesize Theorize Think in this way !

  14. To achieve ‘Relational Understanding’ – Think in this way!

  15. To achieve ‘Extended Ideas’ – Think in this way!

  16. Examples of Good Answers --How the Thinking Tasks are done? • Description of the thinking task • The question • What students commonly do (characteristics of mediocre / poor answers) • An example of good work with annotation

  17. What do students say about “For the success of your study”? • This is the first booklet I’ve come across which is so systematically written to tell me what to do in my learning. • In the past, I tried my best to put in everything which I thought the teacher wanted. Now I realise that I need to select and organise. • Teachers asked me to elaborate but I didn’t know how to. Now the thinking tasks have inspired me what to do. • I started to realise why those classmates who explained their steps in calculation got better results than me. I used to focus on calculating the answer only.

  18. Helping students to achieve higher level learning – Simple things teachers can do Three scenarios • Briefing students on grading criteria for assignments • Providing feedback on students’ work • Engaging students in self-evaluation of their learning

  19. Briefing students on grading criteria for assignments Engage students in discussing • What determines thegrade of an answer? • the three levels of learning outcomes • Examples of the three levels of answers – given with teacher’s comments • Examples of the three levels of answers – given for students discussion and comments • Emphasis on thinking – the thinking tasks • Complete Table 5.2 • Study Examples of Good answers

  20. Providing feedback on students’ work • Distribute for discussion, good answers with comments highlighting how the answers demonstrate thinking and understanding. • Build a bank of good examples with comments for • your subject • the programme

  21. Engaging students in self-evaluation of their learning • Completing self-evaluation checklists on the performance of thinking tasks • Reflection on development as a learner by comparing pre- and post- tests of • “Thinking about learning” (p.1 and p.9 of handbook) • Study Process Questionnaire

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