4  Learning to Learn

The theme of FOL is to help students understand the learning process and grow their performance in learning. This is addressed from three different angles in Chapter 4: the idea of Learning Styles (individual preferences for learning and how to address them), Levels of Learning (a classification of learning that allows one to more specifically articulate what is meant by "learning") and the Learning Process Methodology (a methodology that, when used, helps make learning experiences optimally successful).

èRelated/Helpful Faculty Guidebook modules

èKnowledge Table for Chapter 4

Ch 4

Learning
to Learn

Concepts

Processes

Tools

Context

Way of Being
Learning styles Learning Process Methodology Levels of Learner Knowledge Ken’s story Self-directed learner
Multiple intelligences

LPM form

 Preferred learning styles (you & others) Recorder

      Critical thinker

èOnline Resources for Chapter 4: http://www.pcrest2.com/fol/ch4.htm

èNotes on Chapter Content

Critical Reflection Your Learning Style Preferences

Critical Reflection Level of Learning

èActivities

Activity 4.1: Analyzing the Learning Process Methodology In-class: Full Activity 1 class period

This activity focuses on the Learning Process Methodology (LPM). Students are to work in teams using the material in the textbook to discuss and answer the Critical Thinking Questions. Students are also tasked with performing an assessment of each step of Ken's use of the LPM (learning to play tennis).

Critical Thinking Questions

  1. What steps of the LPM should be done in preparation for learning and why?
    Preparing to Learn involves Steps 1 through 7 (Why through Information). A person who thoroughly prepares for learning may also put thought into the planning process and explore models that might be available. Most important though, is that the learner takes responsibility for class preparation, carefully reading and filling out a reading log for the information pertaining to that specific learning challenge.

  2. Identify the steps in the LPM that will help keep you focused on the task at hand, reducing the chance that you’ll "spin your wheels."
    The most important step in this regard pertains to the Performance Criteria. When lost or stuck, the performance criteria are especially helpful to let a learn (or team of learners) know what is specifically expected from him or her at the end of the activity. The next most helpful step involves reviewing the Learning Objectives which provide a general overview as to what students should learn or how they should benefit from the learning experience. Finally, the Plan can be referred to in order to keep a learner (or team) on task and “on track.”

  3. What is the importance of the vocabulary step of the LPM and how does language support the processing of information?
    Without an understanding of key vocabulary, it is extremely difficult to gain mastery of new knowledge to learned.  In other words, the learning process can be disrupted or even thwarted when vocabulary associated with new knowledge is not known or misunderstood. This is why the process of Language Development forms the base of pyramid in the Classification of Learning Skills. This implies that language development and vocabulary form the base from which processes and skills in all domains build upon.

  4. What is the value of critical thinking questions for learning?
    Student responses should center on how questions encourage thinking which helps build understanding. According to FOL, "Asking critical thinking questions stimulates thought and promotes understanding." When you ask questions, you're engaged with the information and taking an interest. You are exploring possibilities and actively working to achieve understanding.

  5. Which step(s) of the LPM is (are) critical to improving your learning performance in the future? Why?
    The most important step to ensure that learning performance improves in the future is Assessment (and self-assessment). The entire purpose of assessment is to improve the quality of a performance, a work product, or a learning skill. The process of assessment involves looking for strengths (and building upon them) and identifying areas for improvement and then determining ways in which improvements can be made.  Assessment involves feedback which deliberately puts the focus on improving future–performance.

  6. How would you explain the LPM (in simple terms) to others?
    Students should not confuse using simple terms in the explanation with giving a simple and incomplete explanation. This is a Level 3 question that warrants a longer and more involved response. As is the case with many Critical Thinking Questions, there is no “right answer.” In general, you want to see that students address the following about the LPM: that it is a tool to help with understanding how effective learning occurs; that it can be used to improve learning performance; that it can be broken into three stages and 14 steps (that don’t always follow in a linear fashion); that the LPM begins with a Why which provides a justification and motivation for the learner to proceed with the learning activity; that assessment is critical to improve future learning performance in any context.
Activity 4.2 Applying the Learning Process Methodology In-class: Full Activity or Orientation Only 1 class period

In this activity, students are asked to apply the LPM to a past successful learning experience. For further practice and integration of the LPM, students should repeat their step-by-step documentation of the methodology along with self-assessment of the their performance in the context of future learning experiences. While this activity can be completed on an individual basis, allowing students to work in teams may encourage more learning. If the activity is completed as a team activity, be sure that the successful past learning experience is one with which all members of the team are familiar. Experiences such a learning to drive, setting up an e-mail account, or even learning to use the LMP are all potentially appropriate.

Notes on the Critical Thinking Questions

Appreciate that students will struggle with some of the steps because they are documenting a completed learning experience. You may wish to prompt them to consider what they would do differently, knowing the LPM, if they had that learning experience to do again. With the exception of Question #4, which allows them to critically evaluate the effectiveness/efficiency of how they worked to complete the activity, the other questions allow students the opportunity to react to the LPM in a structured way. This is important as the LPM, while a tremendously helpful methodology for learning, requires a great deal more thinking about learning than they are used to. Affective static is normal and can often be successfully addressed by pointing out that learning about learning or thinking about learning is a high-level skill. Their discomfort is an indication of growth and learning.

  1. What step in this process was the most difficult? Why?

  2. Were there steps in this process that you found less useful than others? Why?

  3. Provide three insights you have about the Learning Process Methodology after completing this activity.

  4. If you worked in a team, evaluate your team’s work on this activity. How could your team have worked more effectively? If you worked alone, how could you have been more effective?