UGC funded teaching development project Learning to Learn

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The Learning-to-Learn NETWORK presents a 4-session certificate course Developing Good Developing Good Learners in Your Learners in Your Subject Subject

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The Learning-to-Learn NETWORK presents a 4-session certificate course Developing Good Learners in Your Subject. UGC funded teaching development project Learning to Learn. Developing students’ Cognitive, Motivational & Interpersonal strategies for learning. ITC LSGI ME ISE OR. - PowerPoint PPT Presentation

Transcript of UGC funded teaching development project Learning to Learn

Page 1: UGC funded teaching development project Learning to Learn

The Learning-to-Learn NETWORK presents a 4-session certificate course

Developing Good Learners in Developing Good Learners in Your SubjectYour Subject

Page 2: UGC funded teaching development project Learning to Learn

UGC funded teaching development project

Learning to LearnLearning to Learn

Developing students’ Developing students’ Cognitive, Motivational & InterpersonalCognitive, Motivational & Interpersonal

strategies for learningstrategies for learning

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Participating departmentsParticipating departments

1. BSE

2. BUSS

3. COMP

4. EDC

5. ENGL

6. GEC

7. ITC

8. LSGI

9. ME

10.ISE

11.OR

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Developing Good Learners in Your SubjectDeveloping Good Learners in Your Subject

4-session Certificate Course4-session Certificate Course

Session 1: 21 Jan (Tue)Learning-to-Learn InstrumentsLearning-to-Learn Instruments for UseUse && ResearchResearch

Session 2: 28 Jan (Tue)Learn to ReviewReview: Learning Review Table

Session 3: 11 Feb (Tue)Learn to ReflectReflect: Reflective Learning Journal

Session 4: 19 Feb (Wed)(Wed)Learn to RelateRelate: O-diagram

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What will you get from this What will you get from this 4-session Certificate Course?4-session Certificate Course?

a) Ready-to-use worksheetsworksheets and interesting ideasideas for developing students’ learning abilities

b) Reports from teachers and studentsteachers and students on their experienceexperience of using these worksheets

c) Assistance in planning your own researchresearch on helping students learn to learn

d) A certificatecertificate

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Session 1:Session 1: ‘Learning-to-Learn’ Instruments ‘Learning-to-Learn’ Instruments for Use and Research for Use and Research

Learning to Learn and L2L instrumentsLearning to Learn and L2L instrumentsThe learning abilitieslearning abilities that our L2L materials attempt to develop

UseUseStudents’ opinionsStudents’ opinions about how learning to learn should be addressed in university

ResearchResearchIntroduction to scholarshipscholarship of researching into learning to learn

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Students’ opinions about Students’ opinions about how learning to learn how learning to learn should be addressed in universityshould be addressed in university

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L2L in-context of academic subjectL2L in-context of academic subject

‘… in such general terms we don’t know how to apply them … do it for every subject…’

Students lack abilities to transfer generic knowledge about learning to academic learning, hence, they preferprefer L2L to be

Associated with the learning of academic subjects toAssociated with the learning of academic subjects to allow easy application allow easy application

Done for every subjectDone for every subject

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L2L in-task (academic learning task)L2L in-task (academic learning task)‘[L2L] should go along with the process of learning … understand more of [L2L], …. Could see its usefulness.’‘… force us to do those things, then we would learn them’

MeritsMerits of integrating L2L in academic learning tasks of integrating L2L in academic learning tasks

Allows effective understanding and application of L2LAllows effective understanding and application of L2L concepts concepts

Motivates students towards L2L as they can see theMotivates students towards L2L as they can see the relevance directly relevance directly

Effectively engages (‘forces’) them in L2L Effectively engages (‘forces’) them in L2L

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L2L in-assessmentL2L in-assessment‘No assignment [on L2L] will not spare time for it.’ ‘In exam no time to think about quality … write down everything’‘Use this [SOLO] as marking scheme ...’

Students explicitly point out the need to Students explicitly point out the need to

Include learning abilities as part of the assessmentInclude learning abilities as part of the assessment

Use assessment methods and assessment criteriaUse assessment methods and assessment criteria which encourage use of good learning approaches which encourage use of good learning approaches

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L2L Incessant L2L Incessant throughout course of studythroughout course of study‘We have been spoon-fed for so long, … hard to change the habit. … Need to follow up, perhaps every week.’

Students expressed a felt needfelt need for continuous support continuous support and development in L2Land development in L2L, because

New L2L concepts / methods require time andNew L2L concepts / methods require time and effort to develop effort to develop

Old L2L habits take time and effort to changeOld L2L habits take time and effort to change

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How should L2L be addressed in PolyU?How should L2L be addressed in PolyU?

In-contextIn-context with reference to academic subject matter

In-taskIn-task integrated into academic learning tasks

In-assessmentIn-assessmentIncluding L2L as part of the assessment

IncessantIncessantcontinues throughout course of study

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Session 1:Session 1: ‘Learning-to-Learn’ Instruments ‘Learning-to-Learn’ Instruments for Use and Research for Use and Research

Learning-to-Learn and L2L instrumentsLearning-to-Learn and L2L instrumentsThe learning abilitieslearning abilities that our materials attempt to develop

UseUseStudents’ opinions about how learning to learn should be addressed in university

ResearchResearchIntroduction to simple methods for researching into learning to learn

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What is Learning to Learn? What is Learning to Learn?

Developing in students the followingDeveloping in students the following

Understanding of what learning meanswhat learning means

Abilities for carrying out learningcarrying out learning

Attributes as a self-regulated learnerself-regulated learner

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Understanding of what learning means – Understanding of what learning means – underpinning theories

Conceptions of learningConceptions of learningQuantitativeQuantitative conception VS QualitativeQualitative conception

Levels of learning outcomes Levels of learning outcomes SOLO taxonomy– Extended abstractExtended abstract (think beyond given)

– Relational understandingRelational understanding (able to relate ideas)

– Multi-structuralMulti-structural (memorization of unrelated facts)

Qualities of a preferred graduateQualities of a preferred graduate

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Abilities for carrying out learning Abilities for carrying out learning Motivation Cognitive abilities Interpersonal abilities

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Attributes as a self-regulated learner Attributes as a self-regulated learner (Meta-cognition)(Meta-cognition)

KnowledgeKnowledge of of oneselfoneself as a learner as a learner

Self-regulation Self-regulation of of one’sone’s learning learning – PlanningPlanning one’s learning

– MonitoringMonitoring of one’s learning

– EvaluatingEvaluating one’s learning

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Session 1:Session 1: ‘Learning-to-Learn’ Instruments ‘Learning-to-Learn’ Instruments for Use and Research for Use and Research

Learning to Learn and L2L instrumentsLearning to Learn and L2L instrumentsThe learning abilitieslearning abilities that our L2L materials attempt to develop

UseUseStudents’ opinionsStudents’ opinions about how learning to learn should be addressed in university

ResearchResearchIntroduction to scholarshipscholarship of researching into learning to learn

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Scholarship of helping student L2L – Scholarship of helping student L2L – practice, research and publication

L2L work in the PolyU is contributing to the contributing to the literatureliterature in the following ways:

New realms of L2L are exploredNew realms of L2L are explored, e.g. – learning goals– Conceptions of learning– 4-INs of L2L (in-context, in-task, in-assessment, incessant)

New materials are developed and testedNew materials are developed and tested, e.g.– O-Diagram– Knowledge Building Worksheet

Renowned theories are used to underpin L2LRenowned theories are used to underpin L2L, e.g.– SOLO taxonomy– Conceptions of learning– Meta-cognition

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Researching into L2L: Researching into L2L: Publications and PresentationsPublications and Presentations UGC 2001 Conference on ‘The Scholarship of TeachingUGC 2001 Conference on ‘The Scholarship of Teaching

– 2 papers on the project– 1 paper on implementation of 3-Column Table– 1 paper on survey of students’ L2L needs

(selected for publication in printed proceedings)(selected for publication in printed proceedings)

Forum of Higher Education Reform, Society of HK Forum of Higher Education Reform, Society of HK ScholarsScholars– invited speech

2002 International Conference of HK Educational 2002 International Conference of HK Educational Research AssociationResearch Association – 1 paper on evaluation results (qualitative interviews)

2003 International Conference of European Association 2003 International Conference of European Association for Research on Learning and Instructionfor Research on Learning and Instruction – 1 paper on evaluation results (findings on SPQ)

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Sustaining and extending development in Sustaining and extending development in Learning to Learn byLearning to Learn by

Integrating L2L into Teaching Integrating L2L into Teaching andand

Piloting Approaches to Assessing Piloting Approaches to Assessing Learning and Meta-cognitive Abilities Learning and Meta-cognitive Abilities