LDES 501 | Fall 2022: Session 3 (How people learn)

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LDES 501 | Fall 2022: Session 3 (How people learn) by Mind Map: LDES 501 | Fall 2022: Session 3 (How people learn)

1. What is an innovative strategy for creating a social environment in which students can speak up boldly about what they don't know and use metacognition? (Won)

2. Learning designers are rarely the teachers themselves and will not be in a classroom. In the book, she mentions learning centers repetitively and how they have been instrumental in teaching students how to learn; is this where our role as learning designers come to play? Or do we push to have these strategies weaved into the learning delivery so that students are learning how to learn as they learn and professors are proactive about teaching them to learn? (Fikayo)

2.1. Once again I am thinking about scale and it makes me wonder, do we teach professors how to teach students to learn? Similar to the goal of teaching students how to learn “They can be transformed…from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning.”(Saundra et al., 2015, p. 16) Do we ask that professors take responsibility for making sure their students know how to learn? Simply because many students do not know how to learn and asking learning centers to be the champion of that may be difficult to scale. Additionally, how are we considering an online setting where learners are largely learning on their own.

3. Isn’t this a failing of the professor? Shouldn’t professors take some responsibility in making sure students understand the material? (Fikayo)

3.1. “My success with students was addictive because I loved seeing that “aha!” moment on their faces. They would come to me in a fog of confusion, convinced that chemistry would be impossible to learn. But when I helped them understand the logic of the discipline, introduced them to a systematic way to approach the material, and expressed confidence in their intellectual abilities, they suddenly began to understand and instantly became motivated to spend time mastering the material themselves.” (Saundra et al., 2015, p. 28)

4. Would she prescribe a different list of metacognitive activities to learners who are not in a structured learning environment or grades are not the assessment for success? Will previewing and practicing exams help informal learning? What activities can ID use to improve experiential learning? (Paul)

5. In the digital world, where we seek our connections for knowledge according to Connectivism, credibility, trust, and authenticity should be extremely important but are increasingly vulnerable. When Google search, wikipedia, and YouTube videos are distorting our connected memories, what and where is the true knowledge? (Paul)

6. There are a number of learning theories and strategies both teachers and students can adopt to foster learning as described by Sandra McGuire in ‘Teach Students How to Learn’ and the plethora of research surrounding this topic since at least the twentieth century. Why have they not be included in the school curriculum or young students’ teachers training courses throughout the world? What have been the main reasons for resistance or rejection for adopting to teach study skills and strategies from early on in a student’s learning journey? (Haya)

7. Are there peer-reviewed randomized experiments that support McQuire's conclusions? (Eric)

8. Additionally, the author added that these strategies work for all students beyond their area of academic conformity and fundamentally change their vision of what education implies. But is it the primary reason behind it? Is that one of the main reasons why students have lower test scores because they do not have a good understanding of the subjects and how to learn? Could it be that they have not taken the right direction concerning education and are not where they should be? This question has been in my mind for a long time, and through reading this book and studying in this program, I have found the answers to these questions. (Aysu)

9. “Learning is defined as acquiring knowledge and skills and having them readily available from memory so you can make sense of future problems and opportunities.” I have been wondering how is this process happening? Is there any scientific explanation for that? In the followed paragraph he also mentioned immutable aspects of learning that I cannot fully agree with that, especially on the point of number three, it’s stated that, “Learning is an acquired skill, and the most effective strategies are often counterintuitive.” (Ambika)

10. I also believe that this pyramid theory is based on the fact that students have a positive attitude and enthusiasm for learning before they are willing to use metacognition to improve their academic performance. But what if they lose confidence after the first failure and decide to give up? Or what if the reality of the learning environment does not support a second attempt? Many Asian countries have a once-a-year college entrance exam system, which determines the direction of these candidates' college or their future life through one exam. This metacognitive education is not necessarily appropriate for students in these countries. (Tinjie)

11. As in Chapter 1, teaching was crucial to graduate students' intellectual and professional development. By doing the synthesizer role, is that one way of practicing it? (Odmaa)

11.1. Can summarizing the reading, discussing critical points, and making a video for YouTube or some public platforms be counted as teaching? It counts as content; do we need approval from the author to publicly share the main ideas, personal experience, and thoughts with the book or an article? (Odmaa)

12. Are there any scientifically proven hours or minutes in how the human brain develops new habits after receiving new information? If I try using one of the strategies starting tomorrow or after 72 hours, will it be different in terms of the percentage of making it a habit? (Odmaa)

13. Coupled with the theory of Connectivism which has encouraged the use of digital networks and communities, how can we promote the use of technology in a way that is cognizant of and encourages lasting learning strategies? (Aakansha)

13.1. I did find her approach to some topics a bit reductive. For example, she mentions that placing students in groups based on their intellectual abilities can be damaging in their perception of themselves in the future and that ultimately, intelligence can be grown. I agree with both these observations. But, she goes on to say that “When we teach “slow” students learning strategies, they can do as well as students in the gifted program.” and that “It just appears that students using strategies are smart and that students without them are slow” (McGuire, 2015, ch.5). I think this perspective oversimplifies the reasons why some students find it difficult to adopt learning strategies. There are cultural, social, and environmental factors that have huge impacts on a students ability to apply many learning strategies. Additionally, it fails to consider the impact of learning disabilities and even mental health. I would really love any insight into how other people felt about this particular section and would love to hear alternative perspectives as well. (Aakansha)

14. Is an emphasis on grades and tests the best way to create meaningful learning experiences for students? (Hannah)

15. As we implement metacognitive strategies through our instructional design and teaching, should open access materials be an important consideration? (Hannah)

16. I do agree with the notion that textbooks provide more context to the learning content than the professor can in a handful of classroom sessions but how do we as stakeholders in education close the equity gap? What techniques can we use to ensure that students aren’t left behind simply because they cannot afford to keep up and how do we make sure that we are always regarding learning challenges through a nuanced lens to ensure equity in our approach? (Fikayo)

17. “But students can use metacognition to reveal to themselves the true purpose of their academic assignments and discover the learning objectives their homework has been designed to facilitate.”(Saundra et al., 2015, p. 46) As much as I like this point I also ask the question - should it really be the students responsibility ? What if they get it wrong? (Fikayo)

18. Are there are other ways to increase student motivation to implement these metacognition strategies? (Eric)

19. if we teach learning methods to achieve high results and at the same time, we maintain that every student is an individual learner with their ability and skills and that everyone should be approached individually. Do we not contradict the idea we have already put forward by imposing this method on them? Everyone is an individual, everyone has their learning method, and how correct is it to teach everyone the same way at the same time? Have you ever read a book or article that you are very interested in one sitting? Have you considered the strategy at that point? Of course not. Therefore, if the younger generation shows poor performance in an area, we must first ask ourselves if they are studying in the area of their interest. (Aysu)

20. Why don’t students and teachers know about ‘strategies to become better learners’? Why aren’t student teachers trained to teach students how to learn in a classroom? Does unfamiliar content make students lose focus quicker? How does one structure classroom learning in such cases? “Am I understanding this material or am I just memorizing it?” Why aren’t we taught to reflect actively on our thoughts? Is it because many academics are focused on completing the curriculum? Why does society around us push us towards looking at success in terms of grades? It’s baffling how much patterns can do to aid memory! What do I do if I can’t find a pattern that supports my understanding? Is taking on a teacher role effective if the content is entirely new and unfamiliar? What can I as an educator do to support this process? Should study skills be taught as a mandatory prerequisite for new undergrad students? Does this happen at Georgetown? Does explicitly teaching content in some way curb the opportunity to explore and learn? (Nikisha)

21. What is a good way for instructors to be as specific as possible with their directions for students, while still leaving room for students to use resources and discover solutions on their own? (Kathleen)