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SCHOOL OF EDUCATION

BA IN ENGLISH

FROM BEING A GOOD LEARNER


INTO BECOMING A LIFELONG
LEARNER

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
INTRODUCTION

Learning is not a spectator sport. Students do not learn much


just by sitting in class listening to teachers, memorizing
prepackaged assignments, and spitting out answers. They
must talk about what they are learning, write about it, relate it
to past experiences, apply it to their daily lives. They must
make what they learn part of themselves.

(Arthur W. Chickering and Zelda F. Gamson, 1987)

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
TWO PERSPECTIVES
“Well, I’ve got to admit I don’t “OK. I don’t prepare class all the
prepare classes that often. But, I time, but I make an effort to do it.
understand what they are about... I That way I can check what I
normally come to class, listen to the understood, clarify doubts, and
teacher or to the presenters and take participate... Listening and taking
some notes... I rarely ask questions notes are not enough for me. If
or make comments in class. I don’t that’s all I do, I get bored or
think it’s necessary. Besides, I’m distracted in class... I try to ask
shy... If I’m confused or lost, I talk to and answer questions because
a classmate or to the teacher... I just I’ve noticed it helps me
review previous lessons when consolidate what I know...
there’s a quiz or an exam. The rest Reviewing from time to time helps
of the time I read copies or do me connect things... Readings and
assignments.... Basically I don’t assignments need to be
expand or reinforce course contents accompanied by some
because I don’t have much time... I reinforcement and expansion.
think I learn well when the teachers Otherwise one forgets things... I
are good and the topics are work and study so I have to use
interesting.” my time intelligently... I know I can
learn anything when I put my mind
to it.”

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
STUDYING VS LEARNING
(Noel Entwistle, 1991)

Studying Learning

Spending time reading or Gaining and acquiring skills


going to classes in order to and knowledge by
obtain methodical experience, thought,
information. research, or education.

Activities Activities

- Increase one's knowledge. - Develop and transform


one's understanding.
- Memorize and reproduce.
- Change and grow as a
- Utilize facts and person.
procedures.

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
In order to LEARN successfully, one needs two
basic things:

- understanding what a good learner is


and
- knowing how to become one.
CHARACTERISTICS OF A GOOD
LEARNER
(www.logo.com/twp/goodlearner.html)

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
A METHOD FOR BEING A GOOD
LEARNER
PREPARE PARTICIPATE REVIEW

Have a careful Ask relevant and Do assignments


look at the lesson appropriate
materials. questions. conscientiously.

Analyze and reflect Give complete and Evaluate your


on topics / elaborate comprehension or
contents. answers.
progress.
Hypothesize and Confirm, adjust or
elaborate own correct Solve problems or
interpretations. hypotheses or doubts.
interpretations.

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


Reinforce or expand
TEACHING topics/contents.
Being a good learner can help students be
successful in their classes. But, this is NOT enough.

We are living in the knowledge society that demands


and expects from us more and better skills.

Learners in the 21st century do not just need to be


good learners, they also need to be lifelong learners.
LIFELONG LEARNING
DEFINITION CHARACTERISTICS

- Being aware of the relationship


It is the lifewide, between learning and real life.
voluntary, and self-
motivated pursuit of
- Having an inquisitive mind
knowledge for either characterized by a love of
personal or professional learning, curiosity, and a critical
reasons. spirit.

It recognises that learning - Developing learning skills


is not confined to focused on profound learning.
childhood or the
classroom, but takes (PC Candy, RG Crebert, JO
place throughout life and O’Leary, 1994)
in a range of situations.
29/01/10 YAMITH JOSÉ FANDIÑO - MA IN
TEACHING
LIFELONG LEARNERS
ACTIVE LEARNERS

COOPERATIVE LEARNERS AUTONOMOUS LEARNERS

LIFELONG LEARNERS

CREATIVE LEARNERS STRATEGIC LEARNERS

CRITICAL LEARNERS
29/01/10 YAMITH JOSÉ FANDIÑO - MA IN
TEACHING
ACTIVE LEARNING
It refers to the dynamic participation of students in the
learning process through engagement, reflection and
the use of higher order academic skills such as
analysis, synthesis and evaluation. (Mike McManus,
2009)

Identify personal goals and the steps necessary to


achieve them.
Use resources (people and tools) to attain objectives.
Learn how to solve almost any problem they ever have to
face.
Use time well.

http://www.lafayettehigh.org/Course
%20Guide/becoming_an_active_learner.htm

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
AUTONOMOUS LEARNING
Autonomy is about people taking more control over
their lives - individually and collectively. Autonomy in
learning is about people taking more control over their
learning in classrooms and outside them. From this
point of view, autonomy involves self-government
abilities and attitudes that people possess, and can
develop to various degrees. (Benson & Voller)

Show responsibility and initiative in the development of


their learning agenda.
Reflect on what have learnt, evaluate effect, develop and
use self-evaluative criteria.
Self- regulate their interaction with other participants and
the proper employment of resources.
(Myriam Luna & Diana Sánchez, 2005)

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
STRATEGIC LEARNING
It is learning in which students construct their
own meanings, and in the process, become aware
of their own thinking. Students develop their
ability to analyze, reflect on, and understand their
own cognitive and learning processes -
metacognition. (Bob Kizlik)

Prepare and plan how to face learning situations


satisfactorily.
Practise, monitor and evaluate consciously what are
taught.
Develop and use a collection of techniques or tactics
(Wenden & Rubin, 1987)

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
CRITICAL THINKING
Critical thinking is the intellectually disciplined
process of conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from, or generated by, observation,
experience, reflection, reasoning, or
communication, as a guide to belief and action.
(Michael Scriven and Richard Paul)

Critical thinkers examine situations from different


points of view before coming to conclusions.
Critical thinkers separate facts from opinions.
They appreciate and try to understand others'
thoughts, feelings, and behaviors.
Randall Osborne, Paul Kriese, Heather Tobey &
Emily Johnson (2009)

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
CREATIVE THINKING
Creative thinking involves generating something
new or original. It involves the skills of flexibility,
originality, fluency, elaboration, brainstorming,
modification, imagery, associative thinking,
attribute listing, metaphorical thinking, forced
relationships. The aim of creative thinking is to
stimulate curiosity and promote divergence.
(Benjamin Bloom)

Generate a large number of unusual ideas or solutions


to problems and questions.
Are willing to take risks and be adventurous.
Are comfortable with imagination and innovation.
See difficulties as opportunities and challenges as
interesting.
(Leslie Owen Wilson, 2004)
29/01/10 YAMITH JOSÉ FANDIÑO - MA IN
TEACHING
COOPERATIVE LEARNING
It suggests a way of dealing with people which
respects and highlights individual group
members' abilities and contributions. There is a
sharing of authority and acceptance of
responsibility among group members for the
groups actions. The underlying premise is
based upon consensus building through
cooperation by group members. (Ted and
Patricia Panitz, 1998)

Are leaders who can guide and support others.


Constantly seek, identify and create effective
contacts with others.
Enjoy working in a group towards a common goal.

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING
CONCLUSIONS
Study less, learn more.

Be a GOOD learner: Be positive, listen well, share, ask for


help, concentrate, do homework, take risks, and persevere.

Have a method: Prepare, Participate, and Review.

Develop lifelong learning: Be an active learner, use critical


thinking, exercise autonomy, use creative thinking, be
strategic and cooperate.

“A successful learner is not someone who spends lots of


time studying and doing assingments, but someone who
takes charge and plans his/her own learning responsibly”.
29/01/10 YAMITH JOSÉ FANDIÑO - MA IN
TEACHING
REFERENCES
Candy PC, Crebert RG, O’Leary JO: Developing Lifelong learners through undergraduate education. Canberra, Australia: National Board of
Employment, Education and Training 1994 , p. 43 as cited by Knapper et al, 2000, p. 47.

Chickering Arthur and Gamson, Zelda. (1987, March). Seven Principles for Good Practice. AAHE Bulletin 39: 3-7. Retrieved from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

Entwistle, Noel. (1991) Learning and studying: Contrasts and influences. In Dee Dickinson (Ed). Perspectives on Educational Change. New
Horizons for Learning. Retrieved from http://www.newhorizons.org/future/Creating_the_Future/crfut_entwistle.html

Luna, Myriam & Sánchez, Diana. (2005). Profiles of Autonomy in the Field of Foreign Languages. PROFILE Issues in Teachers' Professional
Development, 6. Retrieved from http://revistas.unal.edu.co/index.php/profile/article/viewFile/11189/11853

McManus, Mike. (2009). Active learning. Retrieved from http://extra.shu.ac.uk/alac/activel.html

Osborne, Randall; Kriese, Paul. Tobey, Heather & Johnson, Emily. (2009). Putting It All Together: Incorporating “SoTL Practices for
Teaching Interpersonal and Critical Thinking Skills in an Online Course . INSIGHT A journal of scholarly teaching, Vol. 4.
Retrieved from http://www.insightjournal.net/Volume4/InSightVol4-2009.pdf

Panitz, Ted and Panitz, Patricia. (1998) Ways To Encourage Collaborative Teaching In Higher Education. In James Forest. University
Teaching: International Perspectives,
Perspectives, New York: Garland Publishers. Retrieved from
http://home.capecod.net/~tpanitz/tedsarticles/encouragingcl.htm

Wenden, A., & Rubin, J. (Eds.). (1987). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice Hall.

Wilson , Leslie (2004). Creative characteristics. Creative Index. Retrieved from http://www.uwsp.edu/education/lwilson/creativ/index.htm

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN


TEACHING