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Helping Students Learn to Learn: Easy Methods for Teaching & Assessment

Helping Students Learn to Learn: Easy Methods for Teaching & Assessment. Angela Ho, EDC Wincy Lee, Learning to Learn Project Kenneth Tam, Learning to Learn Project. Helping Students Learn to Learn: Simple Things that Teachers Can Do. 3 handbooks (students' & teachers' use)

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Helping Students Learn to Learn: Easy Methods for Teaching & Assessment

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  1. Helping Students Learn to Learn:Easy Methods for Teaching & Assessment Angela Ho, EDC Wincy Lee, Learning to Learn Project Kenneth Tam, Learning to Learn Project

  2. Helping Students Learn to Learn:Simple Things that Teachers Can Do 3 handbooks (students' & teachers' use) • Help in the cognitive domainFor the Success of Your Study • Help in the motivational domainGetting the Most out of Your University: Becoming a Successful Learner and a Preferred Graduate • Help in the interpersonal domainWorking Your Way through a Group Project

  3. Helping students learn to learn: Easy methods for teaching and assessment • Developing Thinking Abilities by:Engaging Students in Asking Questions • Enhancing Understanding by:Engaging Students in Building Knowledge for Themselves • Fostering Problem Solving Abilities by: Engaging Students in Thinking ‘Behind’ the Steps • Cultivating Lifelong Learners by: Engaging Students in Reflecting in & on their Learning Process They are all related !

  4. Objectives of this workshop series • Identify the cognitive development needs of students • Introduce some educational theories which can help us address the developmental needs • Propose easymethods for teaching / assessment for helping with these cognitive development needs • Explore ways for adopting / adapting some of the methods in your course

  5. Adopting / adapting the methods in your specific context

  6. Helping Students Learn to LearnDeveloping Thinking Abilitiesby: Engaging Students in Asking Questions

  7. Listen to our students – their cognitive development needs Development in thinking skills • 'We are completely lacking thinking skills…' • 'We can’t understand…, so we just memorise them…' Development in questioning skills • 'We don’t know the concepts very well, that is why it is so difficult to ask questions.' • 'I dare not ask even at time when I don’t understand.'

  8. Thinking Skills & Questioning Skills

  9. Developing students' learning abilities at 2 levels

  10. Metacognition What is metacognition? • Awareness / knowledge of what cognition (learning) is • Abilities to control cognition (learning), i.e.,the attitude & habits that support and drives learning Key operations in metacognition (control of learning) • Planning your learning • Monitoring your learning • Assessing your learning

  11. Developing Thinking Abilities by:Engaging Students in Asking Questions • Question Asking Guide • 3-Column Table for Reflective Questioning Both methods aim at developing thinking skills at the cognitiveandmetacognitive levels

  12. Question-asking Guide • What is Question-asking Guide? • A tool for generating questions that involve more than info-seeking but also a fair amount of thinking • Rationale • The process involved parallel that of metacognition, i.e. beneficial to metacognitive ability • Concrete suggestions for better questions

  13. Using the Question-asking Guide • How-to-use in 3 words • Write – evaluate – rewrite • Examples • Review exercise • Regular questioning • Reading supplement

  14. What is a 3-column Table for Reflective Questioning? • A tool to sharpen students’ awareness of what they understand and what they don’t • Components of the worksheet: • Instructions • Questions Stems • The 3-column

  15. Using the 3-column Table in Teaching and Assessment Teaching: • As a tool for preparation • As a highly flexible in-class activity Assessment: • Continuous assessment and its 

  16. 3-Column Table for Reflective QuestioningFeedback from students • Column 3 stimulates me to think more about the subject • It can encourage us to ask ourselves questions and we will try to answer the questions. When we cannot give an answer we know what do not understand, and can discuss with our classmates. • In the process when we think about the questions, we need to get ourselves really understand, otherwise the questions will not be in-depth. • It helped me learn more systematically. Without this, I am not aware that there are so many things that I do not know

  17. 3-Column Table for Reflective QuestioningFeedback from students • It is really useful in the sense that we are forced to think about what we know and what we do not understand, instead of asking us to rote learn all materials without digesting them. This will be particularly useful for those who do not like to analyze what s/he learns during studying.

  18. One thing I would like to try is

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