Learning About Learning

What is learning about learning?

Learning about learning is the process of learning and thinking about our own learning (Watkins et al., 2007, p. 122). Similarly, much research shows that learning about learning is a form of metacognition. Metacognition is defined as "thinking about thinking" (Ormrod, 2020, p. 242). This means that students are conscious and self aware of their own thinking and learning processes (Willis, 2023). This is an important process for students to engage in, because this can help students effectively learn and think about how they learn best, while also increasing the likelihood of long term memory storage.

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Using Metacognition

This video gives an overview of what metacognition, the process and how we can apply it.

Elements of Learning About Learning:

There are 4 suggested elements of learning about learning which include (Watkins et al., 2007, p. 128):

Noticing learning
Discussion of learning
Reflecting
Meta-learning

Noticing Learning

This process involves basic questions about learning. Some examples include:

What does it mean to learn?
Why do you learn?
How, when, and where do you learn the best? (Watkins et al., 2007, p. 128).

Discussion of Learning

This process involves questions that prompts learners to reflect and think about specific instances or experiences they have had learning such as:

Share a memorable instance of learning
Compare the learning experiences (between two or more people)
Why was this a good learning experience? (Watkins et al., 2007, p. 128).

By discussing with other people, learners are able to recognize more about their own learning, but also others learning.

Reflecting on Learning

Learners can engage in reflection by going back to past learning experiences and analyzing them. Specifically, writing in journals can allow students to think about their own understandings and what strategies worked or did not work (Ormrod, 2020, p. 251). Therefore, this process of reflection can enhance future learning.

Meta-learning

After reflecting on the learning experiences that were good, learners can plan for learning in the future through this outline:

Plan
Monitor learning
Review learning
Identify the steps needed to do well

(Watkins et al., 2007, p. 130).

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Strategies for teachers:

Have multiple chances to practice metacognition
- Give them time
Have students identify the most important information
Give students a journal for reflection
- What strategies were helpful?
- What could have been done differently?
- What steps will be used in the future?
Make students aware of why strategies are being used (old or new)

(Willis, 2023)

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