Trinity College Dublin Generic Skills Integration Project

Trinity College Dublin Generic Skills Integration Project

Learning Skills

LEARNING

SKILLS

MODULE

Generic Skills Integration Project (GENSIP)

Student Counselling Service & Staff Development Office

University of Dublin

Trinity College

Compiled by Tamara O’Connor

February 2003

TABLE OF CONTENTS

Objectives 4

Introduction 4

1. Managing Learning

1.1 Transition 5

Suggestions for Integration 6

Objectives

This module is designed for use by academic staff who want to help their students become more self-directed learners. It provides information for use by students, but also includes suggestions for altering or adjusting the teaching environment to aid student learning. It aims to introduce students to the study skills they require for university work.

The goal of this module is to help academic staff become more aware of how their students learn and to provide them with possible ways to help their students become more self-directed by using strategy instruction, modelling, guidance and practice. Specifically, the module is designed to provide students with assistance in organising and planning, reading, listening and making notes, concentration, motivation and examination preparation – learning skills necessary for effective and independent learning.

Introduction

Many colleges, including Trinity, offer traditional study skills courses for students experiencing difficulties. However, many students could benefit from instruction in the ways of learning, not just those who seek help. Furthermore, these adjunct courses are not as effective when taught external to subject content (Hattie, Biggs & Purdie, 1996; Simpson, Hynd, Nist & Burrell, 1997; Weinstein, Husman & Dierking, 2000). Instruction in study strategies is more successful when related to what students are studying and when they employ a metacognitive framework (Hattie et al., 1996; Norton & Dickins, 1995). Also, students need “practice on authentic tasks” (Weinstein et al, p. 737). This improves transfer of the skills.

Many academic staff have asked “How can we encourage students to be more responsible for their learning?” Hopefully this material provides some answers.

This module can be used as a stand alone, given in addition to regular courses; alternatively, at various points in a course selected, relevant portions may be used, or ideally sections can be integrated as part of coursework.

Each section gives the presenter some Background Information on the learning skill or area. A Suggested Presentation - including Estimated Time Commitment, Materials Necessary and Suggested Activities and Procedures - is included if the information is to be presented as an adjunct to the course or as a workshop. There are also sections on Suggestions for Integration with ideas for ways to integrate the material with course content. If the exercises are tailored around the content of a course, then the learning skills will be more meaningful for students and easier to transfer. Please contact the GENSIP Co-ordinator for examples from various academic disciplines or for assistance in tailoring the material to suit your course and needs.

1. MANAGING LEARNING

1.1 Transition

“The first year is important for a number of reasons. Among them, the first year: is particularly vulnerable from the university perspective to external pressures; is a significant transition period for individual students – at all ages and stages; and is the meeting point for the curriculum of schools (and other providers) and universities” (McInnis, James & McNaught, 1995, p. 4)

Background Information

Students experience dramatic changes as a result of the transition from secondary school to higher level education. There are differences in social, personal and academic demands. In terms of their learning, the biggest change is in the need to take responsibility for their own learning. This encompasses altering from dependence upon the teacher to direct their learning to independent, self-directed learning. This has positive implications as well as negative ones. While students can now experience the freedom to make their own decisions, it also means no one is there to give guidance and feedback as readily as the secondary school teacher or even parents. Often the courses in third level are not as structured as the leaving certificate curriculum. They typically require much more independent study and less contact time. This means less contact with teaching staff and thus less knowledge of the student.

Students may not be sure of what is required for independent study. For example having to read more than one source, integrating and reflecting on information, or facing more abstract assessment criteria than what they have been used to. Learning now demands process and higher order thinking rather than factual content.

A useful framework is A Model of Strategic Learning which acknowledges various factors that influence successful learning (Weinstein, Husman, & Dierking, 2000; Weinstein & Meyer, 1986). The model suggests students need to be aware of all areas that may impact their learning including skill, will, self-regulation and the academic environment or context. Skill refers to the learners’ knowledge about themselves as a learner, about academic tasks and their requirements, and about the learning context. The learner also has skills in the use of appropriate learning strategies. The Will component of the model refers to the learner’s goals and motivation about learning and being in college. The learner is able to use strategies to maintain motivation and a positive affect towards learning. The learner also has a coping repertoire to deal with stressful demands and situations. The Self-regulation aspect of the model encompasses a systematic approach to learning whereby the learner actively manages their learning to accomplish academic tasks. At the core of the model is the learner, with his or her individual background, personality and prior knowledge. It is an interactive model.

In addition to learning, many students experience changes in the areas of finances, social, accommodation, roommates, travel, and part-time jobs. These changes can influence student learning.

A self-directed learner is useful not just for university but for future employment as well. Positively navigating this transition period will help empower students for dealing with future transitions.

Background Information

Reflection is an important part of learning. Students need to focus on two aspects of reflection. Firstly, they need to reflect on the process of learning. They need to focus on the purpose of a learning task. The more learners reflect about how they learn, the more effective they are at making links between their knowledge about a task, their own resources, about the variety of strategies available and how to match these. Secondly they need to focus on the content of learning. Often students, especially first year, have had little if any experience in reflection. Thus reflection is ongoing and will require extensive practice and feedback.

Materials

Explanation of reflection (Slide 5 & 6)

Example of reflection

Exercises - Reflection

Study Questionnaire

Activities/Procedure

Step 1 Explain what is meant by reflection (use overhead). Give examples of how you use reflection in your own thinking and practice.

Step 2 Read example of student practicing reflection.

Step 3 Choose one or two exercises for students to complete from Exercises - Reflection:

§ Good and Bad Learning Experiences

§ Study Questionnaire

§ Strengths and Weaknesses

§ Analysis of Past Learning

§ Reflection

Step 4 Students could keep a learning journal (contact Staff Development Office for examples and further information)

1.3 Self-Regulation of Learning

1.3.1 General

“In the context of student learning, self-regulation refers to individuals monitoring, controlling and directing aspects of their learning for themselves” (McCune, 1998, p. 356).

Background Information

Self-regulation has been identified as critical for self-directed learning. Self-regulation refers to a set of skills developed by psychologists to help people gain control over various behaviours. They have been successfully used for motivation, health, depression, etc. There are four key skills to self-regulation: PLANNING, MONITORING, EVALUATING, and REINFORCEMENT. These skills enable students to manage their time, themselves and their resources.

PLANNING focuses on organised steps including setting a goal, selecting suitable strategies of achieving the goal, and identifying as well as dealing with possible obstacles that may preclude attainment of the goal. With regard to learning and studying, planning:

- Involves establishing realistic learning goals

- Helps students to analyse a task and to assess whether they have the time and strategy to achieve the task; and if they don’t then how they will get it

- Involves activating prior knowledge, about their learning and about what they know about the material.

Planning also means getting students to use their time more effectively and it helps students to be organised (which correlates highly with academic success).

MONITORING focuses on an individual’s ability to monitor their progress towards their goals. With regard to learning and studying, monitoring:

- Involves checking one’s progress towards one’s goals

- Makes conscious the steps in a plan

- Means asking oneself questions, about how the selected strategy is working and about the material

- Means assessing self in terms of what do / don’t know and making changes to enhance understanding or memory

- “As expert learners . . . they need to pay attention to feedback regarding the effectiveness of their selected cognitive, motivational, and environmental strategies and make on-going revisions.” (Ertmer & Newby, 1996, p. 12).

EVALUATING involves being able to assess the outcome and the process and how well the goal was achieved. With regard to learning and studying, evaluating:

- Means asking did things work out

- Involves deciding how effective and efficient the chosen strategies were

- Means if answers aren’t satisfactory then modifying strategy or keeping in mind for future tasks

REINFORCING means being able to “reflect on success” or even reward if goals are achieved. This is an important self-regulation skill because often for students the rewards for studying are long-term - passing an exam or receiving a degree. This skill will be referred to more under Section 5.1 Motivation.

Time Commitment

10 – 20 minutes depending on depth of coverage

Materials

Explanation of self-regulation skills (Slide 7)

Example of self-regulation (Slide 8)

Activities and Procedure

Step 1 Explain what self-regulation skills are and why it is important for effective learning using overhead.

Step 2 Read example of student practicing self-regulation. Give examples as they may apply to your discipline.

Step 3 Generate list of learning tasks involved in your discipline. Have students identify purposes and how important they think it is (maybe do in small groups). Explain that you will come back to this list later in the module, when discussing types of strategies and appropriate selection.

Step 4 Demonstrate and if possible practice self-regulation skills. This could be done as part of a lecture or using sample material.

· Selection of appropriate strategies to meet the purpose of a task may first involve skimming or generating questions, both good planning strategies. Demonstrate if possible.

· Asking self questions as you proceed is an example of monitoring strategy as is checking with peers. At the beginning of a class ask the students to summarise the main ideas from a previous class or from the reading.

· Ask students if strategies used recently were effective or not.

Trinity College Dublin Generic Skills Integration Project

1. Managing Learning

Objectives

Introduction

1. MANAGING LEARNING

Background Information

SUGGESTED PRESENTATION

Background Information

SUGGESTED PRESENTATION

Materials

Activities/Procedure

1.3 Self-Regulation of Learning

Background Information

SUGGESTED PRESENTATION

Time Commitment

Materials

Activities and Procedure