519A. Teaching Students How to Learn

Workshop description

One of the key goals of a college education is to help students become better learners, but this goal is often overlooked when planning class curriculum and activities. Many studies have shown that the way we teach, and other interactions we have with students, have a significant and controlling impact on student attitudes and motivations. Additionally, what we do in the classroom can help students develop improved (self-regulated) learning skills. These good attitudes, motivations and learning skills will continue to aid students after they leave our classrooms – as they continue with their academic career and life afterwards. In recent years, a number of energetic and innovative teachers have taken steps to improve the attitudes, motivations and learning skills of their students. Innovations in the classroom have been many and diverse, and a broad range of interventions have been shown to improve students' ability to be self-regulated learners. This session will include general discussion of the importance of helping students develop the attitudes and motivations (and other affective characteristics) necessary to become expert learners. We will discuss the significance of the affective domain, metacognition, and self-regulated learning skills, and also will provide many examples of effective classroom activities that have been shown to promote better learning skills in general (e.g., knowledge surveys, learning portfolios, self-reflective essays, mastery exercises, exam wrappers, and more).

Workshop Program

8:00 Workshop begins

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12:00 Workshop concludes

12:00 - 1:00 Lunch with other workshop groups (lunch is included with the workshop fee)

1:00 - 5:00 Afternoon workshops