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Effective learning at University series

 

During a class

Good learning involves active participation. You will learn little by simply sitting and listening. To help remain active in your learning try:

Topic and Task checking. During the session continually check that you are sure what TOPIC is actually being taught. Refer to the subject outline (or the map of the course you should have made) to be clear what part is currently being covered. Most classes are part of a planned sequence, and will be more meaningful if you see how it fits into the overall plan. Try to recall the last session and its topics (check your notes) - it is likely this new one connects on.

Finding the Topic can be approached at many levels, as each topic is rich in important concepts that in turn have many supporting ideas.

Similarly you should be constantly considering what you are being expected to do (the TASK). Are you doing examples of a concept? trying to generate a principle? being introduced to a new way of doing something that you already do a different way? etc.

Constantly monitoring Topic and Task:

 

• Maintains attention
• Promotes linking of ideas (deep learning)
• Helps identify “Big Ideas” of the course

 

Asking confirming questions. Confirming questions put forward information, or more commonly an interpretation of the knowledge, and asks for confirmation of its validity. It is important to be sure you have got the right grasp of the knowledge, but it also:

 

 

• Ensures a response from teacher. Vague or general questions can often be dismissed, but specific knowledge questions will either be confirmed as correct (quickly), or lead to a more targetted explanation.
• Promotes memorable "episodes" that improve your recall of specific knowledge.
• Maintains attention, as asking questions is quite stressful and the adrenalin will keep you "charged".
• Creates stronger links between the knowledge items (deeper learning).

 

 

Ask “What if”, or “Is that when”? questions. These questions extend the ideas being put forward or discussed to related issues. To ask a "What if" you have to have a good understanding of the current topic and how it relates to other knowledge or situations. These questions:

 

• Promote links with prior knowledge
• Help to establish principles or key concepts by generalising ideas to new situations. The exact reverse happens in exams - questions are new applications of principles, so it pays to practice making these links early.

 

Engage in class discussion. By exchanging tentative ideas with others, and relating ideas and knowlege to your own experiences you are:

• Promoting active construction of meaning of new ideas (learning for understanding).
• Making richer links between your knowledge items, and developing better understanding.
• Maintaining attention and staying alert.

 

Monitoring attention. It is very easy to drift into a superficial or impulsive attention mode. Superficial attention is where you can remember the last few words, but have no idea what it all means, or what was covered more than a few minutes ago, and are "daydreaming" about something else. Impulsive attention is when you "switch on" and "switch off" regularly, as a way of monitoring what is happening without actively engaging.

 

If you catch yourself in these states it is important to deliberately move to an active, positive strategy such as identifying the Topic and Task. By doing so you are:

 

• Ensuring all relevant information is available
• Generating a sense of control over your learning situation, which is very good for motivation

 

Monitoring learning approach. There are two distinctly different learning styles that we all tend to use, known as the deep or surface approach. We are capable of using both, but the deep approach is far more effective in university study. By being familiar with the descriptions of the styles you will become more able to identify which style you are currently using, and exercise more control over your learning.

 

 

 

 

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