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Think ing About Learn ing:
Motivating Studen ts to Develop
In to In tent ional LearnersKarl Wirth
Dexter Perkins
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The Challenges
Implementing New Instructional Approaches
Motivating Students:
Responsibility for Their Own Learning
Broader Learning Goals
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How will you get there
if you dont know where you are going ?
Learning to Learn
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Evolution of an Idea Outgrowth of Teaching Workshops and Seminars
Search for Overview of Learning For Students
Consider What Students Need to Know
Preparation of Learning Document
Learning Co-Curriculum
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Learning Co-Curriculum
Reading at Beginning of Semester
In-Class Discussion & Activities
Learning Styles Surveys Reflective Journaling
Frequent Discussion Throughout Semester
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Why did you go to college?
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What is the purpose of
higher education?
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Purpose of Higher Education
to help college students become Intentional
Learners who can adapt to new environments,
integrate knowledge from different sources, and
continue learning throughout their lives.
Greater Expectations
(2002 AACU Report)
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Intentional Learners
Greater Expectations
(2002 AACU Report)
Becoming an intentional learner means:developing self-awareness about the
reason for study, the learning process
itself, and how education is used
Intentional learners are integrative thinkers
who see connections in seemingly
disparate information to inform theirdecisions.
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Intentional Learners Are
EMPOWERED through the mastery ofintellectual and practical skills
INFORMED by knowledge about thenatural and social worlds and about
forms of inquiry basic to these studies
RESPONSIBLE for their personalactions and for civic values
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EMPOWERED Learners Can effectively communicate orally, visually, in
writing, and in a second language
understand and employ quantitative analysis tosolve problems
interpret and evaluate information form avariety of sources
understand and work with complex systemsand with diverse groups
demonstrate intellectual agility and ability tomanage change
transformation information into knowledge and
knowledge into judgment and action
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INFORMED Learners
Understand the human imagination, expression, and theproducts of many cultures
the interrelations with and among global and
cross-cultural communities
the means of modeling the natural, social, and
technical worlds
the values and histories underlying U.S.
democracy
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RESPONSIBLE Learners Value intellectual honesty
responsibility for societys moral health and forsocial justice
active participation as a citizen of a diversedemocracy
discernment of the ethical consequences of
decisions and actions
deep understanding of ones self and respectfor the complex identities of others, their
histories, and their cultures
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Intentional Learners are
Self-Directing
Savin-Baden and Major (2004)
Self-directing learners are highly
motivated, independent, and strive toward
self-direction and autonomy. They takethe initiative to diagnose their learning
needs, formulate learning goals, identify
resources for learning, select andimplement learning strategies, and
evaluate learning outcomes.
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The Language of Learning
Definition of Learning
Levels of Understanding
Significant Learning
Critical Thinking
Research on The Brain
Learning Styles
Metacognition
Affective Domain
Intellectual Development
Behavioral Dimensions of Grades
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Learning Beyond Memorization
Blooms Taxonomy (1956)
Levels of Understanding
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Bloom's Levels of
UnderstandingLevel Definition Verb Examples That Can RepresentIntellectual Activity
Evaluation
Appraise, assess, or
critique on basis of
standards or criteria
appraise, argue, assess, attach, choose, defend, estimate,
judge, predict, rate, select, evaluate
Synthesis
Originate, integrate, or
combine ideas into a new
product or plan
arrange, assemble, compose, construct, create, design,
develop, formulate, organize, propose
Analysis
Distinguish, classify, or
relate assumption,
hypotheses or evidence
analyze, appraise, categorize, compare, distinguish,
examine
Application
Select, transfer, and use
data or principles to
complete new task
apply, choose, demonstrate, employ, illustrate, interpret,
solve, use
ComprehensionTranslate, comprehend,
or interpret information
classify, describe, discuss, explain, indicate, restate,
translate
Knowledge
Recall or recognition of
information, ideas and
principles
arrange, define, label, list, name, relate, recall, repeat,
reproduce
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Significant LearningLearning that will be significant to the learner
Foundational Knowledge
Application
Integration Human Dimension
Caring
Learning How to Learn
Relational & InteractiveFink (2003)
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Elements of Reasoning
Purpose & Motivation
Question or Problem
AssumptionsPoint of View
Data, Information, Evidence
Concepts & Ideas
Inferences & Conclusions
Implications & Consequences
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Metacognition
How We Think Strategies for Learning
How Ones Thinking is Changing
Assessing Ones Own Understanding
Progress on Learning Goals
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Journaling on MetacognitionDescribe the learning strategies thatyou are currently using in thiscourse? How successful are they?How might they be modified for moreeffective learning?
Describe the methods you are usingto monitor your understanding? Howwell are these strategies working?
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Affective
Domain
Attitudes Motivation
Willingness to Participate
Valuing What is Being Learned
Incorporating Values Into Life
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Journaling - Affective DomainHow have your attitudes about thesignificance and relevance of the
course materials changed?
Describe how the content and skills
you have learned in this course might
be relevant to other courses you arecurrently taking. How about in your
future education? In your career?
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as the semester progressed I was actually
pretty surprised to realize that I thought aboutLearning to Learn a lot.
when reading a text or studying for a test, Iwould double-check to make sure that I was
actually learning the concepts by thinking about
what Bloom level the information...
This semester I continue to keep myself in
check by reflecting on my learning (or lack
thereof)
Student Response to Learning Co-Curriculu
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Learning to Learn Document
Available from:Macalester.edu/Geology/Wirth/CourseMaterials
Send Your Top 10 Learning Topics to:[email protected]
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Opportunities for New
Conversations
About Learning . . .
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The Liberal Education
Bok(2006)
Ability to Communicate
Critical Thinking
Moral Reasoning and Behavior
Preparation for Citizenship Living With Diversity
Living in A More Global Society
Acquiring Broader Interests
Preparing for Work
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An OED Definition of Learning To acquire knowledge of a subject or a
skill through education or experience,
To gain information about somebody orsomething, or
To memorize something, for examplefacts, a poem, or music.
Shift from recall to use
Simon (1996)
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Revised Taxonomy
Revised by Anderson & Krathwohl (2001)
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Significant Learning
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Critical Thinking
is the intellectually disciplined processof actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or
evaluating information gathered from, orgenerated by, observation, experience,
reflection, reasoning, or communication,
as a guide to belief and action
National Council for Excellence in Critical Thinking
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The Brain as a Dynamic Organ Learning Changes Physical Structure of the Brain
Synapse Addition, Experience, and Environment
Structural Changes Alter Functional Organization
Learning Literally Involves Re-Wiring the Brain
Novices and Experts
How Peop le Learn: Brain,
Mind, Experience and
School
NRC (2000)
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Student Learning Styles Focus on different types of information
Operate on that information differently
Achieve understanding at different rates
No learning style is better
Instructors tend to teach to their learning style
VARK(Visual, Aural, Reading, Kinesthetic)
Preferences for input and output of info
Strategies for enhancing learning
I t ll t l D l t
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Intellectual DevelopmentPerrys (1968) Study of Harvard StudentsNine Positions of Intellectual Development; Four Sub-
Categories
Stage I - Dualism (Positions 1 & 2)Either-Or thinking; Authorities have all the answers
Stage II - Multiplicity (Positions 3 & 4)Recognition of uncertainty; Everyones opinions equallylegitimate
Stage III - Relativism (Positions 5 & 6)
Critical thinking; Knowledge is contextual and relativistic
Stage IV - Commitment to Knowing (Positions 7, 8 & 9)Developing commitment and sense of being; Knowledge is theresolution between uncertainty and the need to act
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Behavioral Dimensions of
Grades Commitment Preparation
Curiosity
Attitude
Talent
Retention
Effort
Communication Skills
PerformanceWilliams (1993)
Changing Landscape of
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Changing Landscape of
Teaching & Learning
Research on the Brain Research on Learning
New Students & Learning Styles
Technology
Globalization
R h L i
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Research on Learning
Active & Learner-Centered
Teamwork & Collaborative
Roles of Transfer & Metacognition
Importance of Community & Civic Engagement
Multi-dimensional
How People Learn (NRC, 2000)
Significant Learning (Fink, 2003)
N St d t & L i St l
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Faculty are mostly Boomers and Gen Xers
Millennial Preference for Sensing Styles
Active Learning
TeamworkCivic Engagement
Use of Technology
New Students & Learning Styles
Silent Boomer Gen X MillennialGI
1924 1942 1960 1982
T h l & Gl b li ti
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Technology & Globalization Age of Communication & Multimedia
New Definition of Educated Adaptability & Lifelong Learning
Friedman (2005)
Tapscott (1998)
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