How Students learn

Mike Cook

Learning Outcomes

Upon completion of this workshop, participants should be able to :-

Outline some key theories on how students learn and discuss how these influence how we should teach.

Describe some teaching methods that encourage active learning.

Some Theories on Learning

Approaches to learning Conceptions of learning Experiential learning Learning styles

Conceptions of Learning

Saljo (1979) identified five conceptions of learning. Learning as

1. a quantitative increase in knowledge. 2. memorising. 3. acquiring facts, skills and methods (for later use)4. making sense or abstracting meaning. 5. interpreting and understanding reality.

It has been argued that 1, 2 and 3 are views which underpin surface learning strategies, while 4 and 5 relate to deep learning (Atherton, 2005)

Approaches to Learning

Student’s approach to a task (intention) determines the extent to which they engage with their subject. (Martin and Saljo, 1976)

Deep approach: transforming Surface approach: reproducing Strategic approach: organising

Following slides from Entwistle (1997)

Deep Approach

Intention – to understand ideas for yourself by Relating ideas to previous knowledge and

experience Looking for patterns and underlying principles Checking evidence and relating it to conclusions Examining logic and argument cautiously and

critically Becoming actively interested in the course content

Surface Approach

Intention – to cope with course requirements by Studying without reflection on either purpose or

strategy Treating the course as unrelated bits of knowledge Memorising factors and procedures routinely Finding difficulty in making sense of new ideas

presented Feeling undue pressure and worry about work

Strategic Approach

Intention – to achieve the highest possible grades by Putting consistent effort into studying Finding the right conditions and materials for

studying Managing time and effort effectively Being alert to assessment requirements and criteria Gearing work to the perceived preference of

lecturers

Kolb’s Experiential Learning Cycle

Concrete experience‘doing’

Reflective observation ‘reflecting’

AbstractConceptualisation

‘theorising’

Active experimentationAction planning

Learning Styles

This theory suggests that learners have particular preferences for stages of the learning cycle.

Learning styles are generally considered to be preferences not fixed traits.

Kolb (1984) argues that learners need to be able to do all four aspects.

There are various categorisations of learning styles.

Honey and Mumford (1982)

Activist Reflector Theorist Pragmatist

Activists

Strengths Flexible and open-minded Happy to have a go Enjoy new situations Optimistic about change

Weaknesses May take action without thinking Take unnecessary risks Do too much and hog limelight Get bored with implementation

Reflectors

Strengths Careful, don't jump to conclusions Thorough and methodical Thoughtful Good at listening to otherWeaknesses May hold back from participation Slow to make up their mind Too cautious Not assertive or forthcoming

Theorists

Strengths Logical 'vertical' thinkers Rational and objective Good at asking probing questions Disciplined approachWeaknesses Restricted in lateral thinking Unhappy with uncertainty &

ambiguity Intolerant of subjectivity and

intuition Full of "should" and "must's"

PragmatistsStrengths Keen to test things out in practice Practical down to earth, realistic Businesslike - gets to the point Technique orientedWeaknesses Reject things that lack application Not interested in basic principles May seize the first expedient

solution Task rather than people oriented

Caution

A recent study (Coffield et al., 2004) has cast some questions over the use of learning styles and approaches. In particular: validity and reliability of the inventories

used different claims about the degree of

stability of learning styles.

Summary

Learners approach their learning in different ways.

Teachers need to consider the needs of the learners when planning sessions.

Active learning techniques can help encourage a deep approach to learning.