Helping Students Learn to Learn Cultivating Lifelong Learners by:
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Presentation on theme: "Helping Students Learn to Learn Cultivating Lifelong Learners by:"— Presentation transcript:
1 Helping Students Learn to Learn Cultivating Lifelong Learners by: Engaging Students in Reflecting in & on their Learning Process
2 Focus of this sessionObjective: Cultivating lifelong learners Helping students learn to learn (a) from academic subjects, and (b) in lifelong learning (a) & (b) are closely related – two in oneStrategy proposed: Engaging students in Reflecting in & on their learning processMost of the assignments, exercise we gave to students involve them in solving problems of some sort, e.g. - numerical problems in mathematics, science, engineering subject - technical problems in engineering, computing practical work - conceptual problems in social sciences (ask Wincy for example)
3 PolyU Strategic Objective 1 To enhance the all-round development of students, particularly in the areas of global outlook, critical and creative thinking, social and national responsibility, cultural appreciation, life-long learning, biliterarcy and trilingualism, entrepreneurship and leadership.
4 Strategic Action (see p.11) GoalS1.1Academic departments and relevant centres to review and strengthen curricula, teaching and assessment methods, and to ensure the inclusion of components that could help students to attain the qualities listed in the objectives.To ensure that each programme must contain, where appropriate, elements that would enhance students' all-round development, particularly in those areas listed in the objectives, so as to develop a basic 'core-competence' in our graduates.
5 What is lifelong learning? Is it different from learning in university? Name some scenarios of lifelong learningHow does learning take place in these scenarios?
6 Learning in professional practice Schön (1983) The Reflective PractitionerProfessionals face messy problems which requireReflection-in-Action (or learning by doing)Reflection-on-ActionEffectiveness in such reflections affects performance & continual professional development of a professional
7 Reflection-in-Action Professionals think about what they are doing, e.g.:What features do I notice when I recognise this thing?What are the criteria by which I make this judgement?What procedures am I enacting when I perform this skill?How am I framing the problem that I am trying to solve?
8 Reflection-on-Action Professionals sometimes reflect on their practice, e.g.think back on a project they have undertaken,think back on a situation they have lived throughexplore the understandings they have brought to their handling of the case
9 Developing abilities for lifelong learning throughout the professional career by enhancing the abilities for reflection in the process of learning reflection on the process of learning
10 Learning in professional courses Schön (1987) Educating the Reflective PractitionerProfessional education should be centred on enhancing the practitioner's ability for 'reflection-in-action'
11 Developing abilities for learning in professional courses by enhancing the abilities for reflection in the process of learning reflection on the process of learning
12 Metacognition as a highly reflective process What is metacognition?Awareness / knowledge of what cognition (learning) isAbilities to control cognition (learning), i.e., the attitude & habits that support and drives learningKey operations in metacognition (control of learning)Planning your learningMonitoring your learningAssessing your learningA self-reflection process
13 Developing Lifelong Learning Abilities at 2 Levels Cognitive strategies for lifelong learningMetacognitive strategies for lifelong learningWhat are they?How to develop them?Making meaningful reflection in the learning processMaking meaningful reflection on the learning process
14 Easy methods for engaging students in reflecting in / on their learning process 3-column table for reflective questioningQuestion asking guideBuilding of knowledge worksheet3-step thinking worksheetPattern detectorThink of your thinking worksheetTwo person instructionO diagram for experimentsVee diagram
15 Reflecting on the process of learning-Reflective Learning Journal FunctionsA tool for engaging students in metacognitive reflection on their process of learningA record of the metacognitive development of students (for both student's and teacher's reference)
16 Reflective Learning Journal – How should it look like ?? Format and structureCan be unstructured, just a blank note bookCan be structured with guiding questions (see examples of guiding questions in the 'bank')
17 Questions Prompt BankA pool of guiding questions to help your students to adopt the right approach of reflectionBanks for tapping different component of Metacognition:AwarenessMonitoring, Controlling, PlanningEvaluating and AssessingSub-categories within the componentCognitive vs Affective type of questions
18 Reflective thinking questions bank (a) Awareness in learningAwareness of the meaning of the knowledge learntAwareness of oneself as a learnerAwareness o the standards & requirements of the learning task
19 Reflective thinking questions bank (b) Monitoring and Controlling in the process of learningMonitoring learning progressDifficulties encountered during the learning processExecution of plans & strategies
20 Reflective thinking questions bank (c) Evaluating learningEvaluation of the overall learning experienceCognitive abilities acquired through the process of learningEvaluating the effectiveness of cognitive strategies employedSubjective evaluation of one's performanceSelf-evaluated strengths and weaknesses
21 Student Guide What’s in it? Why need it? Nature, objectives, tips, specific tipsWhy need it?Reflective journal writing is novel to many students, i.e. they’ll need support and guidelines as well as reasons to do it.
22 Writing reflective journal – students' opinions Yes, journal writing will make a difference … It stimulates me to think about what I have learnt.I found that journal writing helped me to think after the visits… to think about and organise the feelings and ideas.
24 Future efforts on Helping students Learn to Learn Proposal for a second learning to learn project (funding to be approved)Developing a Curriculum Integration Approach to Enhancing Learning Abilities and Cultivating a Life-long Learning Culture for a Knowledge based Economy
25 I would like to use these prompt questions for my subject