Based on Robert Smith's theory of Learning how to Learning to help first-year university students become better learners

1. Learning How To
Learn
“The only person who is educated is the one
who has learned how to learn and change.”
Carl Rogers

2. 2ADD A FOOTER
• “Definitions of learning and learning processes are indisputably
historically and culturally variable” (Chisholm and Demetriou
2006;1)
• Two very wide definitions may serve as a starting point to
explore learning
• The acquisition of knowledge or skills through study, experience,
or being taught.
• Livingston defines learning generically as “the gaining of
knowledge or skill anytime, anywhere through individual and
group processes” (2005, p.3).
Learning How to Learn

3. 3ADD A FOOTER
Maslow’s Four Processes of Learning

4. 4ADD A FOOTER
• You have to show the brain what's important.
• You do that through repeated use and testing, taking advantage of what
educational psychologists call "desirable difficulty,“ an empirically
verified principle that shows that people have better recall when they
use mental effort.
• Learning that feels difficult embeds knowledge in your memory better
• It's why flashcards are such an effective study tool: They force you to
dig the idea out of your memory, unlike highlighting (or taking pictures of
professor’s notes) where you're not pressing the knowledge into your
brain.
Challenge Yourself

5. 5ADD A FOOTER
Psychological research has uncovered many secrets to learning. What we’re
about to tell you is the real deal, proven to work in scientific laboratories and
in schools from junior high to the university level (McDaniel et al., 2011;
McDaniel, Roediger & McDermott, 2007; Roediger, Putnam & Smith, 2011).
• The secret to doing well is testing yourself on what you’ve studied —
asking yourself questions, retrieving the answers, going back and re-
studying what you didn’t know, and testing yourself again and again until
you learn the material. And even when you learn it, you need to keep
testing yourself regularly over the semester so that what you’ve learned
stays learned.
The Nine Secrets of Learning

6. 6ADD A FOOTER
• Read a section of the chapter. Then close the book and hide your
notes.
• Recite (speak aloud) everything you can remember about what
you've just read.
• Review the section by reading it again to correct anything you got
wrong, or to revisit important information that you overlooked when
you recited.
Secret #1: Use the 3R technique:
Read. Recite. Review

7. 7ADD A FOOTER
• You can’t read your textbook the same way you check your Facebook page, at a quick,
superficial level.
• Many students assume that the mind is a bin or a sponge; you just pour information into
it, and it stays there.
• For the information to stay there, you have to process it until you get it. When you put in
effort to understand something, you are signaling your brain that the “something” is worth
remembering.
• An excellent way to do this, as you read, is to try to connect the new information to
information you already know.
Secret #2: Dig deep.

8. 8ADD A FOOTER
• Students who visualize ideas remember them better than
students who don’t
• The key part of this technique is to make your images interact.
• e.g. So when you read in eg. chapter 4 that “glia cells” (from the
Greek word for “glue”) are the most common cell in the brain
and that they hold neurons in place, you could visualize
squirting a big bottle of glue labeled “glia” under neurons.
Secret #3: Use your imagination.

9. 9ADD A FOOTER
• You've just read the material in the first section of a chapter, and it’s time for
you to begin the recite phase.
• Start by trying to remember everything you can
• Then look at the outline on the first page of the chapter and use it to jog your
memory and remember even more. Check the terms in the margins, cover up
their definitions and try to define them in your own words.
• Jot down your answers, or speak them into your computer, tablet or phone so
you can play them back later. As you go along, make a note about anything
you can’t remember, but don’t look up the answers yet. When you’re done, go
back and see how well you knew the terms in the margins or answered the
questions in the self-tests.
Secret #4: Test yourself.

10. 10ADD A FOOTER
• A lecture is not like a DVD. For one thing, you can’t hit the pause button. For another
thing, if you’re not giving the lecture your full attention, you will miss something
important and not even realize it.
• It’s crucial that you take good notes in class. There’s a balance to note taking: On
the one hand, you want your notes to be accurate and complete; on the other hand,
you don’t want them to be a transcript, because then really important things are
hard to find.
• While you’re listening to your instructor, think about how what you’re hearing is
connected to what you already know. Write down key words and phrases, not full
sentences and paragraphs the way a court reporter would..
Secret #5: Keep your head up and
your pen down

11. 11ADD A FOOTER
• As soon as you can after class read over your scribbled notes, and neatly summarize
them in a page or two.
• At the end of the semester, when it is time to prepare for the final, your notes should
describe the heart of the course.
• They should reveal the scope and pattern of the professor’s thinking and the way the
lectures aligned with the readings.
• You will take the first step toward mastering the art of getting to the essence of a topic.
You will also learn to love to learn, and, perhaps most important, learn to think critically
and challenge unsubstantiated assertions. This is what it’s like to be a
student.
What to do after class
Secret #6: Process your notes.

12. 12ADD A FOOTER
• You might be tempted to skip the parts of a chapter that you feel sure
you know. Don’t do it. Instead, take advantage of a powerful research
finding:
• Students who retest themselves by recalling information they could
remember earlier do twice as well on an exam as students who skipped
retesting themselves on familiar material (Karpicke & Roediger, 2007).
Studying for exams
Secret #7: Once you learn it, don’t drop it.

13. 13ADD A FOOTER
• The problem with cramming is that it gives you a misplaced sense of confidence that you
know the material.
• You might remember some of it for a while, you won’t remember it for long.
• That’s because you have not taken the time to repeatedly organize the information in
your memory, connect it to what you already know, and pave the new mental roads that
will help you retrieve information later, as on the exam.
• That’s one of the reasons many students “blank out” when they actually take the test.
Secret #8: Forget about cramming!

14. 14ADD A FOOTER
• There is an alternative to those painful all-nighters. Rather than
cramming all your attempts to test yourself into one giant awful
block of time, test yourself regularly throughout the semester,
say once a week (Bjork & Bjork, 2011),
• Be sure to include material you already know in your regular
testing sessions.
• The secrets to doing well on a test tomorrow aren’t different from
the secrets to doing well all semester.
Secret #8: Forget about cramming!

15. 15ADD A FOOTER
• There is no evidence that people learn better when the method
matches their preferences, and no evidence that using methods
that don’t match their preferences are ineffective (Pashler et al.,
2008).
• Visualizing material helps everybody, and so does plain old
active listening
Secret #9: We might have learning
styles but….

16. 16ADD A FOOTER
• No matter how good they are, no course and no
textbook can do your work for you.
But ultimately, a 10th secret of learning is
this