p. 295). To transfer the knowledge, skills, and attitudes for learning, teachers must address the following:
1. Students will need to want to learn for the rest of their lives. Teachers should explicitly note the benefits associated with lifelong learning (e.g., trying new things, uncovering mysteries, getting a better job, making more money, making new friends, etc.). They should also explain that they continue to learn (and give examples, like PD and even learning from the students), that their family members continue to learn (and direct students to ask their families about this), and that even celebrity role models continue to learn (maybe include video of celebrity talking about education). The teacher might also consider warning students about the consequences of choosing not to learn (e.g., fewer opportunities to work and make a living, poorer quality relationship with people, inability to cope with change and basic survival). This should build their motivation for lifelong learning.
2. Students will need to receive direct instruction in schematic knowledge specific to learning. They need the vocabulary to think about their learning. Vocabulary should include such terms as learning strategies, learning tactics,attention focusing, schema building, idea elaboration, pattern learning,self-instruction, practice, pacing, cognitive overload, intrinsic/extrinsic motivation, and Bloom’s revised taxonomy. They need to know what they can realistically expect of themselves, and how long it may take to learn something or how much practice might be required.
3. Students need to be taught explicitly a number of different learning strategies. A teacher might consider explicitly identifying strategies useful for different domains of cognition per Bloom’s Taxonomy. For example:
- Remember: flash cards, acronyms, poems
- Understand: paraphrase, summarize, or ask yourself questions
- Analyse: highlight key words, use a graphic organizer to categorize ideas
- Evaluate: use a PMI chart or practice identifying two or three points of view on an issue
- and then arguing that stance.
4. Students need to be aware of how they learn best by practicing metacognition and self-regulation. Per #3, the teacher should discuss with the students why some strategies work well for some cognitive domains but wouldn’t work for others. Additionally, teachers should
help students understand how they learn outside of school (e.g., at home, with friends, through play and other extracurricular activities) and assign “homework” that transfers the knowledge, skills, and attitudes gained in class to activities/circumstances outside school. Furthermore, teachers can enable students become aware of their learning through empowering them to build and present portfolios, set goals, conduct self-assessment, and practice reflection. Students will identify which strategies they used, what seemed to work well, what didn’t work well, and what they need to focus on in order to improve learning. They can also identify what strategies might be more appropriate for the domain in which they are working (scientific exploration, physical activity, communicating, etc.).