Guiding Students to Be Independent Learners
It is estimated that students in the United States spend almost 20,000 hours in classroom education by the time they reach the age of 18, with much of what is learned being forgotten within a short period of time. In addition, there is no indication that they are aware of how to employ successful learning practises after they get at college.
The bottom line is that many pupils have not yet mastered how to retain and apply their knowledge. Today’s research, on the other hand, provides unique insights into the brain’s ability to learn at higher levels when effective learning procedures are implemented.
To succeed in a fast changing workplace, at a time when graduates are vying for jobs and careers with people from all over the world, the ability to adapt quickly and apply new abilities is critical. Conclusion: Learning how to learn is a game changer in the global information economy, and it is never too early to begin teaching children how to become more self-sufficient learners.
CULTIVATING INDEPENDENT LEARNERS
Motivate students to learn by providing them with the following opportunities: Motivation to learn is essential for academic performance, as well as for success in the global job market after graduation, and for living in a world where technology is always changing.
Make use of the power of your relationship with pupils to demonstrate a genuine interest in learning. When you demonstrate a strong, positive emotional connection to learning, your pupils are more likely to form a powerful, positive emotional connection to learning that will motivate them to continue their education. In the presence of teachers who are able to share their enthusiasm for learning, students of all ages are free to discover new ways of learning that are both motivating and enjoyable. Expect self-motivation rather than conformity to emerge over time.
Students should be guided through the process of imagining how they would feel when they learn something new. Provide opportunities for volunteers to express their feelings after they have learned something new. Ask pupils to imagine what a completed project will look like when the situation calls for it.
Encourage children to share their learning goals with a friend in order to gain their support. This helps pupils to express their goals verbally, which will aid them in internalising them. Students of all ages are naturally social creatures, and receiving encouragement from a fellow student may be quite motivating.
Students should be guided through the following steps in order to define goals and construct a strategy for learning: Students should be assisted in setting their own learning objectives that are both practical and demanding. When it comes to setting objectives, those that allow us to utilise our personal abilities are frequently the most compelling. Students, on the other hand, frequently have goals established for them based on a one-size-fits-all curriculum or on their specific learning impairments (think individualised education programme), which can be disheartening.
If you have pupils who are currently unmotivated to study, you might want to explore assisting them in developing learning goals that are based on their individual learning abilities. For example, some learners may set themselves a particular objective of creating movement breaks for the class. Another kid can establish a goal for himself or herself to finish his or her appreciation or thankfulness journal, which could include images or illustrations. Another student might find ideas on Pinterest that will pique their interest in learning about new areas that they are interested in. Teachers can assist students in becoming more aware of their own abilities and in determining how to develop personal objectives for themselves.
Students should be taught how to organise their individual learning time to the best of their abilities. Our minds were not designed to work for several hours straight on physics problems. Our recommendation is for students to schedule a change in concentration after every 20 minutes of individual study. They should get up and move around at least once every hour or so. When learning new material, they should take advantage of a variety of learning environments. Examples of work environments include an outside patio table, a particularly comfy chair, an indoor office workstation, and a variety of neighbourhood eateries. Because people have strong spatial memories, employing many locations for learning can help them retain more information.
Encourage kids to become self-disciplined learners by providing them with opportunities to do so. Encourage them to make a personal commitment to themselves in order to get started on reaching their objectives. Ensure that they understand the importance of committing to organising themselves, maintaining their focus over time, and avoiding time-wasting distractions. Assist students in developing a consistent definition of themselves as persons who are committed to and achieve their objectives. It will almost certainly be required to remind them on a regular basis that successful people forgive themselves when they make errors and then continue on their learning journey.
Students should send a letter to a student who will be in the class the next year to learn how to self-assess their abilities. When a project, course, or chapter is completed, encourage students to review what they have learned and to share their strategies for overcoming any learning problems with the next generation of students. This technique gives students with the opportunity to reflect on nearly any topic they choose.
Students should be paired up and given the opportunity to share what they have learnt. This practise, which we refer to as “brain friends,” provides kids with opportunity to learn from one another. Consider the following scenario: each partner recalls a distinct portion of a lesson. Furthermore, they may have differing points of view, thus by sharing, each partner can have a greater understanding of a range of viewpoints on the subject.
Encourage your children to take note of any changes that occur when they practise independent learning. To give an example, when we asked students to talk about changes in their academic performance, one student stated, “Now I get assignments turned in on time, and my grades have improved.” According to another, “I am enjoying school now that I understand how to get better scores.” As pupils progress through school, sentiments like this form a part of their positive identity and contribute to their academic achievement.