Hodges & Foster Turning a Study Skills Course into a Learning Framework Course

22/W 8:30 AM Newman

Primary Strand: Learning & Study Strategies

Secondary Strand: Brain Compatible Teaching / Learning

Turning a Study Skills Course into a Learning Framework Course

Learning framework courses integrate cognitive psychology theory with learning strategies. These courses have strong academic content with a solid basis in research and theory using a four component model: self-assessment, self-regulation, cognitive theory and strategies, and self-change. The presenters will discuss the curriculum, research, and instructional methods used in teaching the course.

The hallmark of a learning framework course is the presentation of theoretical models as the curricular core. While such courses do teach study skills and learning strategies as applications, the skills are taught at a sophisticated, reflective, individualized level, which is characteristic of collegiate learning. Traditional study skill courses teach students specific and simplified study techniques and methods; the focus is on the acquisition of the skill, not the comprehension of why and how human learning can be enhanced. By comparison, learning framework courses teach students the psychological processes involved in collegiate learning (cognitive skills); the focus is on the comprehension of human learning based on current theories. Students then develop individualistic learning strategies based on their knowledge of these theoretical underpinnings.

Learning framework courses attempt to integrate cognitive psychology theory with learning strategies in order that students will understand the reason for engaging in specific study behaviors as well as adapting to differing circumstances. These courses have strong academic content with a solid basis in research and theory.

The institute is based on Educational Psychology 1350, Effective Learning—a course taught at Texas State University-San Marcos. Texas State began offering a traditional study skills course in 1973, and through the years transformed the course into what is now referred to as a Learning Framework course. The course is offered through the

College of Education and enrolls approximately 300-350 students per year. As coordinator of this course, Dr. Russ Hodges assisted in a proposal to the Texas Higher Education Coordinating Board (THECB) to establish full-formula funding for Learning Framework courses for Texas postsecondary institutions. The proposal was adopted October 28,1999. Effective Learning has since been named a model course by THECB, and Russ has consulted with faculty from around the country involved in teaching or creating similar courses. The course now uses a four-part model; a short description of each part of the model appears below.

Part I: Self-Assessment of Factors That Impact Learning

Students formulate a clear portrait of themselves as a learner by completing two self-assessment inventories and using the data from each to deepen their understanding of

their learning strengths and weaknesses. Weinstein¹s Learning and Study Skills

Inventory will help them assess their preferred learning strategies. The Myers-Briggs

Type Indicator will show them how personality type directly influences values, decisions, and communication styles.

Part II: Self-Regulation for Learning

Self-regulated learning is a way of approaching academic tasks through experience and

self-reflection. By doing this, students develop a greater awareness of their own behavior,

motivation, and cognition. They come to understand self-regulation by setting achievement goals, using self-monitoring techniques, investigating their motivation,

using principles of self-discipline, and utilizing time planning. Of particular interest are

Scott Peck’s Four Tools of Discipline, Stephen Covey’s research on time management,

and various models on human motivation. This section also addresses assessment/testing

strategies and suggestions for writing in-class essays.

Part III: Cognitive Theory and Strategies for Learning

An information-processing model of cognitive learning is the primary theoretical basis of this section, but other related theories are explored including brain-based learning models. The goal is to help students transfer successful strategies of learning across academic programs by using techniques appropriate for different types of academic pursuits. Students will learn techniques to memorize information at the surface level and then process the information at deeper levels using elaboration techniques such as networks and maps. They have opportunities to share new techniques of learning with classmates in this section of the course. Students also study William Perry’s theory on how intellectual and moral values develop and the implications such development has on how humans study and learn.

Part IV Self-Change Strategies for Learning

The fourth section of the course presents a model of cognitive behavior modification and maintenance. Students design a project based on research and theory, present that research and design in a scholarly format, and evaluate the results. During the research phase, students learn to use different database computer programs and become more familiar with Internet resources. Operant conditioning, reinforcement theory, positive self-talk, and collaborative partnerships are the focus of this section as students learn techniques to modify academic behaviors.

Russ Hodges, Ed.D.

Associate Professor

Texas State University-San Marcos

Dept of EAPS

Patricia S. Foster, M.A.

Coordinator of Learning Framework Courses

Stephen F. Austin State University

Department of Psychology