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Sink or Swim
Prof. Andreas Prinz
Introduction
Models of higher education
Effective students
Study strategies
How to teach habits?
Summary
Introduction
• It
seems that our students do not use their
time in the best way. Often, they do not
have good study techniques to start with,
and also not when they finish.
• How
can we make sure that the students
learn efficiently?
• Use
of group work?  Godfrey
• Have
• Use
high(er) expectations?
better scaffolding?
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3 models of higher education
• Content-centered
(Sink or Swim): provide the
material well structured and well prepared; student
is responsible for learning.
• Teacher-centered
(Schooling): provide the
material matching to the students needs; teacher is
responsible for teaching (& learning).
• Student-centered
(6th generation): enable the
student to make good choices; joint responsibility.
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3
What is a good student?
• Controls
own learning
• Is
interested and motivated.
• Is
always in efficient development zone
• Is
prepared for the next step
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4
Zones of development
Panic zone
Too hard.
We feel that these activities are too hard
and we try to avoid them.
Flow zone
Difficult, but
possible.
These activities are most rewarding. They
are scary and exciting at the same time.
Comfort
zone
Things we
know.
These are the things we are most likely to
do, we feel at ease.
Boring
zone
Too easy.
We feel that these activities are too simple
and we try to avoid them.
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Good study strategies
•
Responsibility: Take over responsibility for own learning
•
Motivation: Attitude is crucial. Want to acquire new knowledge and skills, and
have faith to be able to do it. Setting goals.
•
Acquire information: Find and learn the main facts and concepts in the subject
in a way that suits own learning style. Read also related material.
•
Searching meaning: Convert facts and information to something with personal
meaning in order to achieve understanding and to trigger memory.
•
Exhibiting what you know: Reify knowledge by teaching to a "study buddy" or
creating a narrative, a lecture, an essay, a PowerPoint presentation etc.
•
Reflecting on how you have learned: What techniques and ideas worked best?
How to improve the learning processes? Control own learning
•
Efficiency: time management, making and following plans, deadlines
•
Activity: Get engaged. Find meaning in the work. Be proactive. Simply work.
•
(Source: Bjørke, Øysæd: Online Study Strategy Course, UiA)
•
(Source: Cottrell, S. (2008) The study skills handbook, Palgrave)
•
(Source: Rose, C. & Nicholl, MJ (1997) Accelerated learning for the 21st century, DTP)
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Blooms taxonomy: Cognitive domain
•
Knowledge is the ability to recall information.
•
Comprehension is the understanding of the information and the
ability to state it in one’s own words.
•
Application is the ability to apply the information one has
learned in new situations.
•
Analysis is the ability to divide the information into different
parts and understand the different concepts of the information.
•
Synthesis is the ability to build new concepts or meaning out of
existing information.
•
Evaluation is the ability to validate the ideas and material and
judge it.
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Blooms taxonomy: Affective domain
•
Receiving Phenomena is the ability to listen to and be aware of
people.
•
Responding to Phenomena is the ability to actively involve,
attend and react to a phenomenon.
•
Valuing is the worth or value a persona attaches to a
phenomenon, object or behavior.
•
Organization is the ability to compare, relate, and synthesize
values.
•
Internalizing values is the ability to adjust the behavior to
different situations having their own characteristics.
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Blooms taxonomy: Psychomotor domain
•
Perception is the ability to become aware of objects, qualities
or relations by way of the sense organs.
•
Set is the ability to be ready for an action or an experience.
•
Guided response is the ability to imitate or use trial and error
together with an instructor.
•
Mechanism indicates a skill that has become habitual.
•
Complex overt response is the ability to use complex motor
acts and a high degree of skill usage.
•
Adaptation is the ability to adapt or modify the skill to fit
specific situations.
•
Origination = ability to develop new psychomotor movements
to solve specific problems or to react to new situations.
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How to teach habits?
• Know
how to teach knowledge.
• Maybe
• Teach
• Need
need to teach skills: exercise
habits: repetition/training
to teach experience
• Mastery
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learning: repeat until OK
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Separating content and method
• Hattie
«visible learning»: direct training in
study technique is efficient
• Two
parallel tracks: content & method
• Content
is taught with a method, here a
transition to more responsible student is
planned
• Method
is taught using content as example.
Followup is specific based on current level of
achievement. (mastery learning)
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Summary
• Recommended:
• Review
two parallel tracks
the models
• 6th
generation: fine, but only after the
habits are established
• Teacher
centered: use this for the study
habits track
• Content
centered: for content track, but
now the students swim because of their
second track.
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What is good teaching (Hattie)?
•
Reciprocal teaching (.74), Peer tutoring (.57)
•
Problem solving teaching (.71), Worked examples (.57)
•
Direct training in metacognitive skills (.69), direct training of
effective study techniques (.59), effective study intervals and
rest periods (.71)
•
Direct instruction (.59)
•
Mastery learning (.96) (cannot continue until you have
mastered the topic) – not as good for good students (.58)
•
Computer-cooperative pair learning (.96)
•
Piagetian programs (1.28) = (Activation: relevant repetition,
Concrete: experiment, Invent: discussion, Apply: novel
problem)