Tips for learning how to learn

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Once we teachers act fully in the teaching-learning process we realize that both the way we teach our students can have errors in the transmission system, however this time I want to share with all of you is how it can fail the way we seek to learn about what we are taught.

If we take into account for this case that most students can fail in the study methodology they apply to achieve effective and meaningful learning, it is simply because most of us as students and sometimes being already professionals in the field of education do not usually study based on applying a process that is really effective.

In conversations that I have had with other colleagues (teachers) in other areas of knowledge such as mathematics, they tell me that one of the main mistakes that people who try to learn mathematics make is that they study many of the topics covered in this area as if the theory was not needed. This means that when a student underestimates the importance of theory in mathematics, he or she is likely to learn in a repetitive way, believing that mathematical exercises will always follow a sequence and that they will not vary.

On the contrary, according to what my colleague friends tell me, those who try to learn mathematics by giving importance to the theoretical aspects always manage to have a significant learning, where no matter how much an exercise varies, they will always be able to solve it, since the ability to solve it is provided by the mastery they have in the theory.

In fact, when I hear these aspects of a knowledge of which I as a teacher am not a specialist, I reason and think that this tendency of some students not to see the importance of theory in mathematics is something that is also repeated in my students of environmental education, since in the knowledge of the environment there are variables that are constantly changing, nothing remains the same over time, pollution is advancing at an accelerated pace, and the possible solutions to this acceleration of pollution does not go at par.

The conclusion of the case, is that within a meaningful learning should not underestimate the knowledge that will be acquired and that will help us to develop a learning that can be sustainable over time, the knowledge acquired may vary and will not be the same, so you must be willing to that the problems that may arise in the different subjects such as mathematics, physics, chemistry, natural sciences are subject to constant change.

The advice for students is not to pigeonhole knowledge, not to have a practice whose learning is closed and does not accept other possibilities, you have to inquire, propose different scenarios in the exercises that are being studied.

Another advice I give based on my experience as a teacher and based on my experience as a student is not to make summaries of what we are studying, making summaries limits our knowledge, we must know that knowledge is free, therefore the best thing would be to make a sun reading and then make a reflection of what we have read and this will be better fixed that knowledge, which becomes a significant learning.

There are subjects that require us to memorize, however when memorizing let us focus on memorizing only what is necessary, for example is that who studies history can not interpret differently the dates, who studies for lawyer can not analyze and interpret a law as he understands or perceives it, however a deeper thinking in areas such as psychology, philosophy, natural sciences can lead to learning that can be better fixed in our minds if we do not abuse the memorization.

We are rational beings, that by nature we like the practice of reasoning more than memorizing, all this has made human beings seek to develop computers that memorize what we do not like to memorize, and with all this computers have not managed to displace us in something in which we will always remain dominant, and that is the simple fact that a computer will never be able to reason like us.



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It is also important that as teachers we must inquire into the student's interest, based on that the student will make or not, the effort to seek a learning of any particular subject, and will seek for himself the mechanisms to appropriate the knowledge of what interests him.

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