From Being a Good Learner Into Becoming a Lifelong Learner

08/04/2308/04/23 YAMITH JOSÉ FANDIÑO - MA IN TEACHINGYAMITH JOSÉ FANDIÑO - MA IN TEACHING

SCHOOL OF EDUCATIONSCHOOL OF EDUCATIONBA IN ENGLISHBA IN ENGLISH

FROM BEING A GOOD LEARNER FROM BEING A GOOD LEARNER INTO BECOMING A LIFELONG INTO BECOMING A LIFELONG

LEARNERLEARNER


INTRODUCTIONINTRODUCTION

Learning is not a spectator sport.Learning is not a spectator sport. Students do not learn much Students do not learn much just by sitting in class listening to teachers, memorizing just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. to past experiences, apply it to their daily lives. They must They must make what they learn part of themselves.make what they learn part of themselves.

(Arthur W. Chickering and Zelda F. Gamson, 1987)(Arthur W. Chickering and Zelda F. Gamson, 1987)


TWO PERSPECTIVESTWO PERSPECTIVES““Well, I’ve got to admit I don’t Well, I’ve got to admit I don’t prepare classes that often. But, I prepare classes that often. But, I understand what they are about... I understand what they are about... I normally come to class, listen to the normally come to class, listen to the teacher or to the presenters and take teacher or to the presenters and take some notes... I rarely ask questions some notes... I rarely ask questions or make comments in class. I don’t or make comments in class. I don’t think it’s necessary. Besides, I’m think it’s necessary. Besides, I’m shy... If I’m confused or lost, I talk to shy... If I’m confused or lost, I talk to a classmate or to the teacher... I just a classmate or to the teacher... I just review previous lessons when review previous lessons when there’s a quiz or an exam. The rest there’s a quiz or an exam. The rest of the time I read copies or do of the time I read copies or do assignments.... Basically I don’t assignments.... Basically I don’t expand or reinforce course contents expand or reinforce course contents because I don’t have much time... I because I don’t have much time... I think I learn well when the teachers think I learn well when the teachers are good and the topics are are good and the topics are interesting.”interesting.”

““OK. I don’t prepare class all the OK. I don’t prepare class all the time, but I make an effort to do it. time, but I make an effort to do it. That way I can check what I That way I can check what I understood, clarify doubts, and understood, clarify doubts, and participate... Listening and taking participate... Listening and taking notes are not enough for me. If notes are not enough for me. If that’s all I do, I get bored or that’s all I do, I get bored or distracted in class... I try to ask distracted in class... I try to ask and answer questions because and answer questions because I’ve noticed it helps me I’ve noticed it helps me consolidate what I know... consolidate what I know... Reviewing from time to time helps Reviewing from time to time helps me connect things... Readings and me connect things... Readings and assignments need to be assignments need to be accompanied by some accompanied by some reinforcement and expansion. reinforcement and expansion. Otherwise one forgets things... I Otherwise one forgets things... I work and study so I have to use work and study so I have to use my time intelligently... I know I can my time intelligently... I know I can learn anything when I put my mind learn anything when I put my mind to it.”to it.”


STUDYING VS LEARNINGSTUDYING VS LEARNING ((Noel Entwistle, 1991)Noel Entwistle, 1991)

StudyingStudying

Spending time reading or Spending time reading or going to classes in order to going to classes in order to obtain methodical obtain methodical information.information.

Activities Activities

- Increase one's knowledge. - Increase one's knowledge.

- Memorize and reproduce.- Memorize and reproduce.

- Utilize facts and - Utilize facts and procedures. procedures.

LearningLearning

Gaining and acquiring skills Gaining and acquiring skills and knowledge by and knowledge by experience, thought, experience, thought, research, or education.research, or education.

ActivitiesActivities

- Develop and transform - Develop and transform one's understanding. one's understanding.

- Change and grow as a - Change and grow as a person.person.

In order to LEARN successfully, one needs two In order to LEARN successfully, one needs two basic things:basic things:

- understanding what a good learner isunderstanding what a good learner is

and and - knowing how to become one. knowing how to become one.


CHARACTERISTICS OF A GOOD CHARACTERISTICS OF A GOOD LEARNERLEARNER

((www.logo.com/twp/goodlearner.html))


A METHOD FOR BEING A GOOD A METHOD FOR BEING A GOOD LEARNERLEARNER

PREPAREPREPARE

Have a careful Have a careful look at the lesson look at the lesson

materials.materials.

Analyze and reflect Analyze and reflect on topics / on topics / contents.contents.

Hypothesize and Hypothesize and elaborate own elaborate own

interpretations.interpretations.

PARTICIPATEPARTICIPATE

Ask relevant and Ask relevant and appropriate appropriate questions. questions.

Give complete and Give complete and elaborate elaborate answers.answers.

Confirm, adjust or Confirm, adjust or correct correct

hypotheses or hypotheses or interpretations.interpretations.

REVIEWREVIEW

Do assignments Do assignments conscientiously.conscientiously.

Evaluate your Evaluate your comprehension comprehension

or progress. or progress.

Solve problems or Solve problems or doubts.doubts.

Reinforce or expand Reinforce or expand topics/contents.topics/contents.

Being a good learner can help students be Being a good learner can help students be successful in their classes. But, this is NOT enough.successful in their classes. But, this is NOT enough.

We are living in the knowledge society that demands We are living in the knowledge society that demands and expects from us more and better skills.and expects from us more and better skills.

Learners in the 21st century do not just need to be Learners in the 21st century do not just need to be good learners, they also need to be lifelong learners.good learners, they also need to be lifelong learners.


LIFELONG LEARNINGLIFELONG LEARNING

DEFINITIONDEFINITION

It is the lifewide, It is the lifewide, voluntary, and self-voluntary, and self-motivated pursuit of motivated pursuit of knowledge for either knowledge for either personal or professional personal or professional reasons. reasons.

It recognises that It recognises that learning is not confined learning is not confined to childhood or the to childhood or the classroom, but takes classroom, but takes place throughout life and place throughout life and in a range of situations.in a range of situations.

CHARACTERISTICSCHARACTERISTICS

- Being aware of the relationship Being aware of the relationship between learning and real life.between learning and real life.

- Having an inquisitive mind Having an inquisitive mind characterized by a love of characterized by a love of learning, curiosity, and a critical learning, curiosity, and a critical spirit.spirit.

- Developing learning skills Developing learning skills focused on profound learning. focused on profound learning.

(PC Candy, RG Crebert, JO (PC Candy, RG Crebert, JO O’Leary, 1994)O’Leary, 1994)


LIFELONG LEARNERSLIFELONG LEARNERS

COOPERATIVE LEARNERS

CREATIVE LEARNERS

CRITICAL LEARNERS

STRATEGIC LEARNERS

AUTONOMOUS LEARNERS

ACTIVE LEARNERS

LIFELONG LEARNERS


ACTIVE LEARNINGACTIVE LEARNING

It refers to the dynamic participation of students in the It refers to the dynamic participation of students in the learning process through engagement, reflection and learning process through engagement, reflection and the use of higher order academic skills such as the use of higher order academic skills such as analysis, synthesis and evaluation. (Mike McManus, analysis, synthesis and evaluation. (Mike McManus, 2009)2009)

Identify personal goals and the steps necessary to Identify personal goals and the steps necessary to achieve them. achieve them.

Use resources (people and tools) to attain objectives. Use resources (people and tools) to attain objectives.

Learn how to solve almost any problem they ever Learn how to solve almost any problem they ever have to face.have to face.

Use time well.Use time well.

http://www.lafayettehigh.org/Course%20Guide/http://www.lafayettehigh.org/Course%20Guide/becoming_an_active_learner.htmbecoming_an_active_learner.htm


AUTONOMOUS LEARNINGAUTONOMOUS LEARNING

Autonomy is about people taking more control over Autonomy is about people taking more control over their lives - individually and collectively. Autonomy in their lives - individually and collectively. Autonomy in learning is about people taking more control over their learning is about people taking more control over their learning in classrooms and outside themlearning in classrooms and outside them. . From this From this point of view, autonomy involves self-government point of view, autonomy involves self-government abilities and attitudes that people possess, and can abilities and attitudes that people possess, and can develop to various degrees. (develop to various degrees. (Benson & Voller)Benson & Voller)

Show responsibility and initiative in the development Show responsibility and initiative in the development of their learning agenda.of their learning agenda.

Reflect on what have learnt, evaluate effect, develop Reflect on what have learnt, evaluate effect, develop and use self-evaluative criteria.and use self-evaluative criteria.

Self- regulate their interaction with other participants Self- regulate their interaction with other participants and the proper employment of resources.and the proper employment of resources.

(Myriam Luna & Diana Sánchez, 2005)(Myriam Luna & Diana Sánchez, 2005)


STRATEGIC LEARNINGSTRATEGIC LEARNING

It is learning in which students construct their It is learning in which students construct their own meanings, and in the process, become aware own meanings, and in the process, become aware of their own thinking. Students develop their of their own thinking. Students develop their ability to analyze, reflect on, and understand their ability to analyze, reflect on, and understand their own cognitive and learning processes - own cognitive and learning processes - metacognitionmetacognition. (Bob Kizlik). (Bob Kizlik)

Prepare and plan how to face learning situations Prepare and plan how to face learning situations satisfactorily.satisfactorily.

Practise, monitor and evaluate consciously what Practise, monitor and evaluate consciously what are taught.are taught.

Develop and use a collection of techniques or Develop and use a collection of techniques or tacticstactics

(Wenden & Rubin, 1987)(Wenden & Rubin, 1987)


CRITICAL THINKINGCRITICAL THINKING

Critical thinking is the intellectually disciplined Critical thinking is the intellectually disciplined process of conceptualizing, applying, analyzing, process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information synthesizing, and/or evaluating information gathered from, or generated by, observation, gathered from, or generated by, observation, experience, reflection, reasoning, or experience, reflection, reasoning, or communication, as a guide to belief and action. communication, as a guide to belief and action. (Michael Scriven and Richard Paul)(Michael Scriven and Richard Paul)

Critical thinkers examine situations from Critical thinkers examine situations from different points of view before coming to different points of view before coming to conclusions. conclusions.

Critical thinkers separate facts from opinions.Critical thinkers separate facts from opinions.

They appreciate and try to understand others' They appreciate and try to understand others' thoughts, feelings, and behaviors. thoughts, feelings, and behaviors.

Randall Osborne, Paul Kriese, Heather Tobey & Randall Osborne, Paul Kriese, Heather Tobey & Emily Johnson (2009)Emily Johnson (2009)


CREATIVE THINKINGCREATIVE THINKING

Creative thinking involves generating something Creative thinking involves generating something new or original. It involves the skills of flexibility, new or original. It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced attribute listing, metaphorical thinking, forced relationships. The aim of creative thinking is to relationships. The aim of creative thinking is to stimulate curiosity and promote divergence. stimulate curiosity and promote divergence. ((Benjamin BloomBenjamin Bloom))

Generate a large number of unusual ideas or Generate a large number of unusual ideas or solutions to problems and questions.solutions to problems and questions.

Are willing to take risksAre willing to take risks and be and be adventurous.adventurous.

Are Are comfortable with imagination and innovation.comfortable with imagination and innovation.

See difficulties as opportunities and challenges as See difficulties as opportunities and challenges as interesting.interesting.

(Leslie Owen Wilson, 2004)(Leslie Owen Wilson, 2004)


COOPERATIVE LEARNINGCOOPERATIVE LEARNINGIt suggests a way of dealing with people which It suggests a way of dealing with people which respects and highlights individual group respects and highlights individual group members' abilities and contributions. There is members' abilities and contributions. There is a sharing of authority and acceptance of a sharing of authority and acceptance of responsibility among group members for the responsibility among group members for the groups actions. The underlying premise is groups actions. The underlying premise is based upon consensus building through based upon consensus building through cooperation by group members. cooperation by group members. ((Ted and Ted and Patricia Panitz, 1998Patricia Panitz, 1998))

Are leaders who can guide and support others.Are leaders who can guide and support others.

Constantly seek, identify and create effective Constantly seek, identify and create effective contacts with others. contacts with others.

Enjoy working in a group towards a common Enjoy working in a group towards a common goal.goal.


CONCLUSIONSCONCLUSIONSStudy less, learn more.Study less, learn more.

Be a GOOD learner: Be positive, listen well, share, ask for Be a GOOD learner: Be positive, listen well, share, ask for help, concentrate, do homework, take risks, and persevere.help, concentrate, do homework, take risks, and persevere.

Have a method: Prepare, Participate, and Review.Have a method: Prepare, Participate, and Review.

Develop lifelong learning: Be an active learner, use critical Develop lifelong learning: Be an active learner, use critical thinking, exercise autonomy, use creative thinking, be thinking, exercise autonomy, use creative thinking, be strategic and cooperate.strategic and cooperate.

““A successful learner is not someone who spends lots of A successful learner is not someone who spends lots of time studying and doing assingments, but someone who time studying and doing assingments, but someone who takes charge and plans his/her own learning responsibly”.takes charge and plans his/her own learning responsibly”.

REFERENCESREFERENCESCandy PC, Crebert RG, O’Leary JO: Developing Lifelong learners through undergraduate education. Canberra, Australia: National Board of Candy PC, Crebert RG, O’Leary JO: Developing Lifelong learners through undergraduate education. Canberra, Australia: National Board of

Employment, Education and Training 1994 , p. 43 as cited by Knapper et al, 2000, p. 47.Employment, Education and Training 1994 , p. 43 as cited by Knapper et al, 2000, p. 47.

Chickering Arthur and Gamson, Zelda. (1987, March). Seven Principles for Good Practice. AAHE Bulletin 39: 3-7. Retrieved from Chickering Arthur and Gamson, Zelda. (1987, March). Seven Principles for Good Practice. AAHE Bulletin 39: 3-7. Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

Entwistle, Noel. (1991) Learning and studying: Contrasts and influences. In Dee Dickinson (Ed). Perspectives on Educational Change. New Horizons for Learning. Retrieved from http://www.newhorizons.org/future/Creating_the_Future/crfut_entwistle.html

Luna, Myriam & Sánchez, Diana. (2005). Luna, Myriam & Sánchez, Diana. (2005). Profiles of Autonomy in the Field of Foreign Languages. Profiles of Autonomy in the Field of Foreign Languages. PROFILE PROFILE Issues in Teachers' Professional Issues in Teachers' Professional Development, Development, 6. Retrieved from http://revistas.unal.edu.co/index.php/profile/article/viewFile/11189/11853 6. Retrieved from http://revistas.unal.edu.co/index.php/profile/article/viewFile/11189/11853

McManus, Mike. (2009). Active learning. Retrieved from McManus, Mike. (2009). Active learning. Retrieved from http://extra.shu.ac.uk/alac/activel.html http://extra.shu.ac.uk/alac/activel.html

Osborne, Randall; Kriese, Paul. Tobey, Heather & Johnson, Emily. (2009). Osborne, Randall; Kriese, Paul. Tobey, Heather & Johnson, Emily. (2009). Putting It All Together: Incorporating “SoTL Practices Putting It All Together: Incorporating “SoTL Practices for for Teaching Interpersonal and Teaching Interpersonal and Critical Thinking Skills in an Online Course . INSIGHT A journal of scholarly teaching, Vol. 4. Critical Thinking Skills in an Online Course . INSIGHT A journal of scholarly teaching, Vol. 4. Retrieved from Retrieved from http://www.insightjournal.net/Volume4/InSightVol4-2009.pdfhttp://www.insightjournal.net/Volume4/InSightVol4-2009.pdf

Panitz, Ted and Panitz, Patricia. (1998) Ways To Encourage Collaborative Teaching In Higher Education. In James Forest. Panitz, Ted and Panitz, Patricia. (1998) Ways To Encourage Collaborative Teaching In Higher Education. In James Forest. University University Teaching: International PerspectivesTeaching: International Perspectives, New York: Garland Publishers. Retrieved from , New York: Garland Publishers. Retrieved from http://home.capecod.net/~tpanitz/tedsarticles/encouragingcl.htmhttp://home.capecod.net/~tpanitz/tedsarticles/encouragingcl.htm

Wenden, A., & Rubin, J. (Eds.). (1987). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice Hall.Wenden, A., & Rubin, J. (Eds.). (1987). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice Hall.

Wilson , Leslie (2004). Creative characteristics. Creative Index. Retrieved from http://www.uwsp.edu/education/lwilson/creativ/index.htmhttp://www.uwsp.edu/education/lwilson/creativ/index.htm


From Being a Good Learner Into Becoming a Lifelong Learner

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