|Teaching and Learning Forum 2002 [ Proceedings Contents ]|
Teaching students how to learn is a critical, but often overlooked, responsibility of academia. Should we just expect students to figure it out along the way? Yes, sometimes. But other times we must step in and share the skills we have learned to enable students to do the sorts of things we have done (and still do). Skilled educators provide students with training in how to learn in addition to the course information. How does a teacher resolve the several conflicts that arise when attempting to teach students how to learn?
Teaching students how to learn will be influenced by a number of factors including:
Learning how to learn involves more than just how to do research and find information. It also includes such things as how to glean relevant information, how to study, how to cope with the stresses of tertiary education, and comprehending one's personal learning style.
- Level of the unit (eg. first-year or Masters)
- Requirements of the course
- Type of assessment used
In this session the discussion will focus on issues such as:
- With so much content to cover, how much time should be dedicated to teaching students how to learn?
- Should one whole session (or part thereof) be given at the beginning of a semester to provide a foundation and then that's all?
- Is there any value in dedicating a few minutes (or even just one minute) to pass on a 'tip' for students at each session? Is there any risk of distracting from the content of the session?
- How can we account for different learning styles when we try to teach how to learn?
|Contact person: Julienne Miller, Information Management and Marketing, The University of Western Australia. firstname.lastname@example.org
Presentation format: Dilemmas in teaching or teaching/learning research
Please cite as: Miller, J., Spafford-Jacob, H. and Chindarsi, K. (2002). How can we teach students how to learn? In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2002/abstracts/miller-abs.html