A Review on “Learning to Learn� By Karl R. Wirth and Dexter Perkins (2008) Nurul Farhana Mat Sundari (G1926428) Assoc. Prof Dr. Madihah Binti Khalid EDC 6393 10th December 2020
INTRODUCTION Under the impression of learning is solely based on teaching, both teachers and learners tend to lose sight of the realities; the need to catch up and adapt with the real challenging world. All along, the assumption that everyone is learning with the same method and process need to be corrected when learning is basically a lifelong objective and neither only depended on teachers nor ended outside of college and school. That is why more attention are given in improving the way one learns in order to improve both the students and teachers. In 2008, Karl R. Wirth and Dexter Perkins published an article titled “Learning to Learn” in which the content contemplate upon the importance of learning including the skill in learning and the real need of learning. Various relevant references are included to support the theme more. In response to the article, this paper attempts to offer a brief summary on relevant content from the article, proving its contribution to the education field and conclude with some insight thought. It is hoped that this paper will help more people in realizing the importance of learning as well as be a little help for teachers in improving their roles as an educator. SUMMARY OF THE ARTICLE The article begins by emphasizing on the current situation of the education system. Centered on among the best education system in the world, the articles presented several recent studies shown by the American education that many college students have neither good general knowledge nor the necessary skills for reasoning in real life. Even after claiming the importance of critical thinking, the result still strongly suggest that the current instructional practices are not working and many are not learning or retaining what they do learn (Fink 2003). It is such massive problem to ponder upon as the reason both who learn and do not learn does not differs much when they should in the first place. That is the central need of getting educate, to understand and to perform better in life. This lead to crucial need for new kinds of learning. Based upon the survey done both the teacher and students face different difficulties and frustration including attendance in class, uncompleted assignments and uninteresting courses that lead to a conclusion; the student fail to recognize the value of what they are learning. This are proven when an association of American Colleges report in 1985 also emphasize on central theme on “how to learn”. A compiled list of “critical competencies” by Gardiner (1994) also definite this matter for citizens and workers on how valuable individual skills are.
As the focus of education is shifting from “teaching” to “learning”, Brookfield (1985) proclaims that the role of teacher is to “facilitate” the acquisition of knowledge, nor “transmit” it. This is aligned with NCR (2000) ‘s stance that the goal need to be shifted to helping students develop their own intellectual tools and learning strategies rather than only emphasis on comprehensive coverage of subject matter. The end goal of education system should be emphasizing on educating students to be “intentional learners” that are clear and understand how learning is a lifelong commitment. The next section in the article emphasized on the different kinds of thinking and learning starting with the cognitive domain. Based on Bloom’s Taxonomies of Learning (1956), there are six levels of understanding in a hierarchical sequence and the highest which is “evaluation” are not easily attained and only possible after active thought and much effort by the learners. As claimed by Anderson et al. (2001) as cited in Writh and Perkins (2008), the four principle of knowledge; factual, conceptual, procedural and metacognitive exist within the cognitive domain. The article then delves to the next section regarding the affective domain. In accordance with Krathwohl et al. (1964) the most important part of affective domain is how one responds, values and organize to what have been learnt and use it to guide one’s life. Receiving information which what most are cared of is only the first and easiest part of learning. Focusing on the cognitive enhancement only affect the outcome of learning when the need to have good motivation and values are also essential. The article then discusses about Fink’s Taxonomy of significant learning that highlighting both cognitive and affective domain, contrary to Bloom’s Taxonomy. This include the emphasizes on new categories that measure some kind of lasting change that is important in terms of the learners’ life. (Fink, 2003).
Rather than hierarchical, Fink’s
Taxonomy are more interactive that include foundation knowledge, application, integration, human dimension, caring and learning how to learn. Not to mention, Fink (2003) stated that none of these categories can be disregard as they functioned to enhance one another. Learning how to learn being the most important categories as this include how one diagnose their own need and become a self-learner. Hence, come the real question what really is learning? In accordance with Glaser (1991), modern cognitive psychology tells us that learning is all about constructive, no more receptive process while Simon (1996) pointed out about the purpose of learning has shifted from being able to only recall information to being able to find and use it; from surface learning to deep learning. Constructivism theory holds that comprehension comes through practices and interaction with the environment for learners
and using previous known knowledge to construct new understanding. This brought upon the matters of ineffectiveness of lecture-based teaching in most classroom which is contradict to Kolb (1984)’s learning cycle that highlights the interaction with the environment. Additionally, there are both “surface” and “deep” that need to be identified by the learners as claimed by Savin-Baden & major, 2004 as cited in Wirth & Perkins, 2008. Ericsson et al. (1994) was quoted by Wirth and Perkins (2008) as supporting this notion by stating that even “talented” individuals need to accumulate ample experience before becoming an expert. This is because the workings of the brain are complex and often powered by experience which yields better result when taught in social environments (National Research Council, 2000). The brain performance can also be boost by consuming “brain foods” such as water, protein, B-6 vitamins and others as well as avoiding alcohol consumption. Next, the article touch about the intellectual development which can be characterized as the progression from ignorant certainty to intelligent confusion (Kroll 1992). William Perry (1970) conducted an experiment and concluded that intellectual development actually happens in a series. This include dualism (authority), multiplicity (opinion), relativism (perspective) and commitment (understanding). Since Perry’s research is focusing on male, Belenky et al. (1986) extended to women and identified five different perspectives of knowing. Baxter Magolda’s (1992) model of intellectual development is based on studies of equal numbers of male and female students and shows that the pattern is not exclusive by gender. The article also underlines critical thinking as a central to sound reasoning that it deserves special attention. According to Scriven & Paul (1987), it is not satisfactory for learners to have the skills for critical thinking unless they employ it. It is indeed a need to regularly check on learners’ thinking for flawed intellectual standards by referring to the guidelines written by Paul & Elder (2004) as well as reminded them the key to sound reasoning which is; questioning. The last section of the article is about effective learning and learning styles. It is highlighted throughout the whole article that an active learning is much better than passive learning. In accordance to Prince (2004), he found that extensive, widespread support for active learning approaches activities were designed around important learning outcomes and promoted thoughtful engagement. Cooperative learning is better when compared to individual learning. As learning styles differ from one another, one style might not fit in one’s shoes hence learners should aware of their own learning styles preferences. CONTRIBUTION TO THE FIELD OF STUDY
Based on the article “Learning to Learn” by Karl R. Wirth and Dexter Perkins (2008), the whole article is highlighting how learning is actually retaining what one learns and the importance skill for lifelong learning that can improve if changes are being made by the institution and the realization of the students themselves in the styles of learning as well as the real meaning of learning. The article is somehow emphasizing the changes in education towards a better learning environment including the importance of self-directed learning as well as how affective domain is always forgotten in learning, effecting on the students’ value and motivation in learning. Not to forgot, the constructivism learning theory that promotes more engagement to the experience and environment as well as the need of critical thinking. All of the new findings that shifted educational practices somehow intentionally for the students to become intentional learners. According to Lisa C., Jake G. & Matt S. (2020), to become an intentional learner can begin with shifting the inner dialogue from beliefs about own ability (a fixed mindset) to beliefs about the opportunities and the need to have a growth mindset. As Simon’s (1996) highlight about the purpose of learning from recall information to being able to recall and applied in practical, it is the applying back is important in order to survive after the school and in real fast-past world. As it is a lifelong process, the motivation and value of learning have to come from the learners themselves first with the help of right approach by the teachers and educators. Learning should always include practicing and experiencing in real life situation that somehow constructivism theories are being promoted is one way to make it more valuable and help both the teachers and learners. EVALUATION ON WRITING QUALITY The article “Learning to Learn” furthered readers to reconsider one’s perception and assumption of the facts that more polished students are desired along with active in seeking knowledge and recognize their own styles of learning. On the report of J. Michael et al. (2014) when there is recognized learning goal as well as a rational agent who can make choices with regard to achieving that goal; it can be implies as intentional learning. The perspective in intended to be holistic with regard to learners as well as with regard to learning support. This section is trying to correct and provide some insight and examples from other studies in hope of expending the academic value as a whole. The article touches how active learning can be the best learning styles when students are engage and doing things instead of passively sitting and listening. In order to promote the effectiveness of active learning, the
role of teachers is significantly major and fundamental in building the best environment to facilitate the students. Various approach can be incorporate for active learning for instance cooperative learning. The author successful in highlighting how cooperative learning not only help in better understanding, it also improves relationship between students and their attitude towards learning. Centered on the arguments, it is again make the readers admit regarding the massive importance role of teachers and educators in this. It is such a great addition if the authors added more of teachers’ role and ways to improve their teaching. As Clark (2004) as cited in Writh and Perkins (2008) mentioned about using stimulus in the context of learning, it applies to not only the students but also the teachers to avoid dull learning and teaching. Using stimulus variations in structuring effective learning can help to avoid boredom. It is a teacher’s skill to stimulate the students and increase their active participation as well as enthusiasm to learn. As stated by V.K. Maheswari (2011), a resourceful teacher has to develop the skill to attract and hold the attention of his students throughout the teaching. This need training and can be a powerful influence in maintaining and conducting the lesson including teachers’ gestures, movement, pausing, and many more. The variation in questioning also give a massive impact in proving the students with the opportunity to express. For example, including wait time and value feedback makes the students feel more appreciated and comfortable in expressing themselves with less worrying if their answers are wrong. CONCLUSIONS As a conclusion, based on the above discussion, the article urges readers to look at the pros and cons of learning and come to a conclusion; intentional learners is the ideal way one can be to adapt with the new world, as well as the importance of self-directed learning. As the focus of education is changing and shifting by day, the way one look at the significance of learning have to become a priority. The article also brings a great concern on affective domain and present the damage it brings to the learners. However, the article is not one without faults. Although some parts are notable, there are also some lacking in terms of writing quality. Overall, the article provides a sensational argument that open the reader’s eyes in many ways. It is hoped that this paper managed to delivers the important parts of the article and offered some insight for education purpose.
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10.1177/0004944113517828. V.K. Maheswari (2011, October 17). Instructional skill of stimulus variation. Structuring Effective Lecturing http://www.vkmaheshwari.com/WP/?p=212 Lisa C, Jake G. & Matt S. (2020) The most fundamental skill: Intentional learning and the career advantage. McKinsey Quarterly https://www.mckinsey.com/featured-insights/futureof-work/the-most-fundamental-skill-intentional-learning-and-the-career-advantage Writh, K R, & Perkins, D. (2008) Learning to Learn 1-28. Retrieved 8 December, 2020 from https://www.montana.edu/rmaher/barrier_courses/Learning%20to%20Learn%20Wirth.pdf