Challenging students to take ownership for their learning
Please tell me how to deal with this ongoing problem. Are there books?
Hi JoAnne:
This is another great example of a real world example.
Hands on learning and real world examples are a great way to drive home understanding about a topic. This is especially true when dealing with career oriented classes.
Regards, Barry
I think it is true that students come up with many excuses why their work isn't done. I am firm in the beginning about assignments and when they are due. The students know the first day when quizes, tests, and projects are due. No excuses for missed work. I have found that the students who take ownership of their work abide by the rules and they know if they miss something, I will not accept late work.
Hi Denise:
You'd be surprised on how poorly students do this.
It's always a mixed bag though - some students do take ownership in the manner that you'de expect, while others don't. And further, those students that habitually do not take ownership for themselves will also come up with as many excuses as they can to get out of doing work.
Regards, Barry
Excellent suggestions. I would add that the most effective tool that I utilize is to show students "what's in it for them." Adult learners that have lives, jobs, etc. seem to take more ownership when course content and activities relate directly to why they are there...to better themselves in their chosen field.
Hi Tammie:
THis is a strong point. In agreement with your thought, students don't always present as "appreciative" of what they are learning. It's from this realization that concepts like WIIFM came into being.
As a reality, we find ourselves often incorporating the WIIFM (what's in it for me) into our daily teaching.
Regards, Barry
I wonder if students are going to take ownership for their learning, if they also need to be choosing what and how they are learning it.
Isn't that how it works for you?
as organizations continue to change and evolve into something greater, it is important to help students realize that not every course they take will instant meaning or gratification for them. But given time, some of the lessons given will have some relative meaning or inspiration.
Hi Mark:
Students also often appear with a great variety of backgrounds, some of them with expectaions of lots of personalized attention and "hand-holding". In molst programs, the more a student assumes responsibility, that is, is accountable and independently engages in their education, the better the outcome will be.
Regards, Barry
I find even in private practice I have to help employees focus on the Big Picture of why we do something.
Hi Rachel:
Although your focus is on the broader aspects of general education, people are in school to get a job. So, as a GE teacher, something that's helpful is to bring it back to why they are there in the first place.
The question is not what does this class have to do with XYZ job training, but rather, "Let me show you how this information can make you a better employee", not the technical parts, or the personnel parts, but the well rounded person part, that makes them an educated, interesting individual capable of potentially excelling in whatever job they have.
Regards, Barry
It is extremely difficult sometimes for me, as I teach general education courses in a technical school to have students understand the value of the courses I teach. In fact, they ask for several different general education classes point blank: Why do I have to take this course? Why is it required? I am always prepared to tell them how I feel that the material relates to their lives. Usually, this question is generated on the first day, and I try to address it there. However, there are still students who are unmotivated to challenge themselves in class. I try to involve all students not only with volunteer responses to questions, but having each class member be responsible for a piece of information to report to the class. I really hate to see students sitting and never having them share anything to the class discussions.
Hi Don:
Passive learners (and teachers) jus sit and take information. It's questionable whether this is really teaching or if learning i occuring.
Students who take ownership:
* Understand their assignments
* Ask for help when they're unsure
* Get started immediately when assignments are given
* Use all available resources
* Seek feedback from trusted friends and/or teachers
* Practice, practice, practice
* Review materials using multiple senses and media
To get students to take ownership you could take any one or more of the asterisk'd points and emphasize it. I'm sure there are a hundred books out there. This would be a good start. Ask your peer instructors about this. They will probably have some ideas too.
Regards, Barry
