It seems like a simple question: we all know what it means to learn. We’ve been learning our whole lives and, if you got into grad school, you’re probably pretty good at learning.
Sometimes, when we are good at something, we don’t think much about how that thing works.
Addressing the question of what it means to learn is the core of your teaching philosophy and practice, your pedagogy, and it’s worth taking some time to think about.
Everything about teaching flows from how you conceive of learning.
For instance, what will you use to grade your students? Well, that depends on what they need to learn. If they need to learn the specialized vocabulary of your field it would make sense to have a test or quiz on vocabulary.
If you want to see if they can put what they’ve learned into practice then it makes sense to have a practicum.
If you want them to acquire research skills then it makes sense to assign a research paper or annotated bibliography.
In my classes we use the following definition of learning:
Learning is the process by which you connect new information to your lived reality.
For me, as an instructor, this means that I want students to feel that the skills and knowledge they are acquiring have real baring on and connect to their every day lives.
This definition of learning shapes almost everything about how I teach from my attendance policy to the texts I assign to how I grade their work.
I primarily teach Women’s, Gender, and Sexuality Studies and Political Science so there are a variety of skills I want my students to acquire. I want them to learn media criticism, textual exposition, research methods, and rhetoric.
There are a variety of ways I could help them acquire these skills from quizzes and tests to essays to community services.
The reason it’s important to think critically about what it means to learn for your subject and your students is because understanding what learning is helps you decide where you can cut back on time intensive tasks like grading.
In our previous post we talked about how most new instructors tend to put too much time and effort into teaching for a variety of reasons. Even if you want to take our advice to stop working so much and start timing your teaching tasks it can be difficult to know what to cut from your teaching to-do list.
To figure out what to cut compare what you are doing to how you want your students to learn.
If you need your students to learn vocabulary then it might make sense to set up a Blackboard or Canvas quiz tat is automatically graded rather than you individually grading vocan quizzes.
If you want to promote engagement with reading it might make sense to have your students turn in a written response that they simply get credit for doing. You can pull a few to read to get a sense of how the class is relating to the readings but don’t fall into the trap of reading them all.
These are only a few possible solutions, but the point is to limit what you do to what benefits your students rather than doing all the things you think you should be doing.
Hopefully you can take some time this weekend to think of ways to limit what you teach not to how you’ve been taught to teach but what is best for your students and for you.
On Monday, we’ll begin talking about how to promote intrinsic motivation an how this can make your life easier.
It’s OK to Be Wrong – Consistent. Creative. Complete. · November 20, 2019 at 4:17 pm
[…] Rather, your expertise is in your knowledge of how to learn. […]