Learning

Preparation for the first day--Understanding Learning

Learning is an ongoing process of “owning” information through comprehension. If comprehension is good, learning takes care of itself.
Drill and repetition do not ensure learning; in some instances in academic learning, drill and practice become an attempt at rote memorization which is not comprehension.
The simplest proof of learning is that one can retell or write the information, drawing on long-term memory.
To use expressive language—to describe what you know in your own terms--is a good self quiz.
Rote memorization can be used for limited information such as formulas, phone numbers, or statistics.
Most of the information learned in college requires an awareness of how sets of information are related. True learning, then, requires an awareness of relationships.
Learning takes place in two cyclical stages: Rehearsal is going through the information to be learned while being “within” the information to be learned, as actors do when they rehearse a play using a script. The second phase in learning is retrieval, which is accurately saying or, even better, writing or sketching the information from memory.
Wiser students realize that they must rotate rehearsal and retrieval to “learn new information” while retaining the older information.

See Learning Center web pages: Bixby, Mary. Tutor Resource Manual, Learning Center web page, University of Missouri-Columbia, 2004.

The first day

Tell students what your course “learning goals” are. Tell them not only what the course requirements are or what is on the syllabus, but what you want them to learn, to know, to understand, to be able to discuss with others in their own words. (You might even tell them why you believe this knowledge is worth having….That’s more difficult than you might think at first.)
Be explicit about how they are to demonstrate that learning—e.g. quizzes, exams, writing assignments, class discussions, short assignments or term papers, etc. Explaining what they are to learn could incorporate an overview of the design and purpose of the course.
Explain how your syllabus, lecture, reading assignments—whether text book, web-related readings or other--and class discussions or small group work relate to the class learning goals.
Let students know that it is their learning that matters, not just the grades they earn. (Expect them to be skeptical of these remarks. By encouraging deeper understanding of course learning goals--through the ways in which you challenge their learning--you can substantiate the remark.)
Tell students how they will be graded. It’s a fair topic and by describing how assignments will be graded, you encourage students to prepare and demonstrate their knowledge accordingly. You are teaching them how to respond to academic issues within the discipline’s standards. You ’re not trying to trick them with quizzes or difficult assignments; your goal is to let them know what your expectations are and how they can meet them. For example, according to Angelo (1996), one grading standard for a paper that deserves an “A:”

Responds completely to the assignment,
Expresses its purpose clearly and persuasively,
Is directed toward and meets the needs of a defined audience,
Begins and ends effectively,
Provides adequate supporting arguments, evidence, examples, and details,
Is well-organized and unified,
Uses appropriate, direct language,
Correctly acknowledges and documents sources,
Is free of errors in grammar, punctuation, word choice, spelling, format, and
Maintains a level of excellence throughout, and shows originality and creativity in realizing 1 through 10.

Things to enhance your own understanding of how learning occurs

Remember that deep learning takes time to develop and is enhanced when multiple forms of assessment encourage different types of learning. A series of quizzes that test rote memorization will not promote long-term memory. Students will study just to pass the test.
Sometimes it is more important to encourage deeper understanding of fewer topics than to cover many topics superficially. Think about what you want students to leave your class knowing and appreciating about the discipline and focus class time and assignments around those goals.
Consider what you believe to be not only your responsibility as teacher but students’ responsibilities as learners. If you want them to think critically, do not design assignments that expect rote memorization; design assignments that demand alternative solutions to problems posed, provide multiple forms of assessments, and promote clearly articulated learning goals.

The effect of teacher behaviors on subject matter learning:

One line of research described by Pascrell and Terenzini (1991, p. 97) focuses on the effects of specific, observable teacher behaviors on subject matter learning. Findings reveal that the degree of teacher clarity has a statistically positive effect on subject matter achievement. Conversely, high frequencies of teacher vagueness appear to inhibit learning by college students. Individual teacher behaviors most strongly and positively related to achievement are:

Using relevant examples during explanation,
Reviewing material,
Asking questions to see if students understood,
Teaching in a step-by-step manner,
Explaining things and stopping so that students can think about the explanation,
Presenting the lesson in a logical manner, and
Informing students of what they are expected to be able to do on completion of instruction.

References

Angelo, Thomas. Handout at Pre-conference workshop, p. 2, AAHE Assessment Forum, January, 1996.

Bixby, Mary. Tutor Resource Manual, Learning Center web page, University of Missouri-Columbia, 2004.

Pascarella, E. and Terenzini, P., How College Affects Students, Jossey-Bass, San Francisco, 1991, p. 97.

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Contributed by Dr. Bonnie Zelenak, director, Learning Center and Dr. Mary Bixby, Learning Research Specialist, Learning Center