what skills do students need to do to be responsible for their learning
I've been writing for years that nosotros need to teach in ways that encourage students to take more responsibility for their learning. Recently, it became clear that my thinking on this needed more detail and depth. I've been saying that it means students should be doing the learning tasks that make them stronger learners. They should exist figuring out what's important in the reading, rather than having the instructor to tell them. They should exist taking notes rather than expecting to get the instructor'due south slides and notes.
It was a question in a workshop that fabricated me realize my answer wasn't incorrect, just incomplete. "In a formal learning situation, similar a course, what responsibilities do students have?" Afterward further reflection, my answer to that question is that the responsibilities be beyond three areas.
1. Students have responsibleness for: Ane discussion says information technology all, LEARNING. Teachers accept lots of responsibilities when it comes to promoting and supporting learning and we tin practice all sorts of things that facilitate the process, but at the end of the day, it'due south the students who accept to learn the content. We cannot learn anything for students, as much as we'd like to and as hard as we sometimes try.
2. Students should take responsibility for: All those learning-related tasks that expedite learning and develop learning skills. And it's these responsibilities that students are virtually reluctant to accept. They'd much rather have the teacher summarize the lecture, solve the problems, provide the PowerPoint slides, and award credit for endeavor. In many cases, information technology'south more just a preference. A lot of students believe information technology's the teacher's job to provide written report guides, review sessions, and exams that aren't too taxing.
Unfortunately, a wide-range of instructor behaviors tend to support these student beliefs. Teachers brand the decisions and exercise the learning tasks that should be done by students. If students don't desire to make decisions related to learning or we worry they won't brand very proficient decisions, nosotros go ahead and tell them what to exercise. We specify word-counts, font size, number of references, and deadlines. We require attendance, participation, and strictly enforce deadlines. In our commitment to help students succeed, we practise for them what they should be doing for themselves.
If students are serious about learning—even if they simply want to laissez passer the course or their only motivation is a adept grade—then students should accept responsibility for coming to class prepared, taking notes, voluntarily participating, confronting their training and their operation, and developing their skills equally learners.
Nigh of us do tell students that these are their responsibilities, but some (oftentimes it's many) students do not believe us or chose to ignore what we say. The alternative is to develop policies, practices, activities, and assignments that hold students responsible for these learning-related tasks. And the pedagogical literature is replete with ideas. This collection in Faculty Focus Premium highlights more than 20 strategies and approaches from a diverseness of journals and other resources. Preview here »
3. Students could share responsibility for: How the course is set-up and volition exist run, creating and maintaining climates conducive to learning, controlling regarding how they will be learning and how that learning will be assessed, and providing feedback that helps their peers improve.
These are areas where faculty typically make decisions but where controlling could be shared with students. The key is shared decision-making, only with the teacher in charge of what and how much is shared. Students, new to the content and new to college level learning, cannot exist expected to automatically make good learning decisions, especially if they are used to teachers making those decisions made for them. Information technology takes time, try, and experience to go an independent, autonomous, self-directed learner.
Notwithstanding, as y'all can meet in the collection of resources, there are faculty who involve students in syllabus construction. They let students propose policies. They give students the opportunity to suggest additional class goals. Students are given some assignment choices or allowed to decide the relative weight of say, exams and quizzes. Students tin set consignment deadlines, sometimes within specified time windows. Other faculty invite students to identify peer behaviors that contribute to or compromise their efforts to acquire. If piece of work is completed in groups, students can provide feedback, sometimes evaluate the contributions of group members. Peers, using rubrics and with some constraints, can "grade" each other'southward quizzes.
When we relinquish some control and empower students to assume responsibility for learning-related activities, their motivation and self-directedness increases. That shared decision-making often motivates students to start taking on even more of those responsibilities essential for learning.
A question for readers: In what ways do you lot encourage students to have responsibility for their learning? Please share in the comment box.
Source: https://www.facultyfocus.com/articles/teaching-and-learning/getting-students-take-responsibility-learning/
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