Learning is Hard Work

elinwaring; bridgetalepore

14 Learning is Hard Work

Chapter overview

Students entering college may not realize how college learning differs from high school learning, and how much work they are expected to put in. Many students underestimate how much time a class takes- thinking only have the time scheduled for the course and ignoring activities outside of class, including reading, studying, and assignments. One of the comments from first-year students who struggle is “I didn’t realize how much work college was until it was too late”. This is partly because high school (and elementary school) is structured ot manage time for students, with the responsibility for learning and work falling on teachers and school personnel.

This chapter focuses on the hard work and responsibility that students take on as they enter college. It begins by discussion time, with the standard equation of 1-3 hours of independent work for each credit hour (so for a 3 credit class, a student should plan 3 hrs(approx) of class plus 3-9 hours of studying and work outside the classroom. .It then asks students to reflect on the type of student they were in high school and moves into the idea of high school rules changing to college responsibilities. Students are then introduced to the idea of expectations for performance in a course- that knowing something is the lowest level of learning, moving through understanding (being able to explain) and using (completing a similar task to what was explained/demonstrated in class) and finally college level, which refers to analysis, evaluation, and creation/innovate (high order tasks). The chapter also explains that the course #, from 100-400 or 1000-4000 (depending on college) is about the the course depth and focus and not necessarily the difficulty. The chapter ends with a discussion of what college learning is, how memory works (and how to support your memory), and self-regulation.

This is a longer chapter, with a number of areas to discuss. It is important because students come to college with a concept of who they are as learners, and the more they understand about their new environment and its expectations, the more likely they can adjust their work habits and thrive. Some students thrive in college, with lower rules and routines, and higher responsibilities; college just works for them in a way that high school did not. Other students, including high-achieving ones- find that college, with its competing priorities, low structure, and low monitoring by instructors, to be extremely challenging. Your students are likely to be somewhere in between, with a need for support and structure and the ability to adapt and adjust once they understand the differences and expectations at Lehman.

Linked Lesson/Activity:

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If you are are a DAACs section, have students complete the DAACs and reflect on the results.

Student learning outcomes

By the end of this chapter, you will:

Determine how much time you should plan for each class based on credits
Identify the differences between high school and college learning
Consider the role of memory and self-regulation in learning and how to support each

Questions to use for discussions, assignments, and reflections

What type of student were you in high school? What was your schedule? How much time did you spend each day on studying and assignments after school hours?

How much time do you have planned now, for each class? Do you need to adjust this/ What other things do you need to plan in your schedule, and how does this impact studying and assignment time?

How do you feel about your performance in reading, math, and writing? What are your strengths? What areas do you want to strengthen in college?

How well do you manage your learning (self-regulation)?

Compare your experience in high school to now. What is similar? What is different?

What was useful in this chapter?

What strategies do you want to include in your learning?

Possible assignments and activities

Have students create a schedule for the next month that includes classes, time for studying, reading, and assignments, and time for other responsibilities and life activities (including personal and social needs, work, and family responsibilities).
Have students review assignments in other classes they have in common (for example, reading and papers in their English class) and determine what the expectations are
Have students discuss self-regulated learning and their past habits and history- and how they want to approach learning in college.
Ask students to talk about memory and identify how they study now versus how they can incorporate steps into their workflow that will support their memories.
Give students time to talk about their high school and college experiences and create game show-type questions, debates, or discussions in which students need to take sides on an issue and share their thoughts.

Notes

This is another chapter that should be completed in the first few weeks of class, though waiting until after the first week and a half is likely good. It will give students a chance to get to know their other classes and learn about what is expected of them.