1-The Role of the Teacher & the Student in the EFL Classroom

Lic. Paula I. Aguilar Angulo

ADULT LEARNING
Principles of Adult Learners
From "Getting the Most out of Your AIDS/HIV Trainings" East Bay AIDS Education Training Center
Adapted from: California Nurses Association, AIDS Train the Trainer Program for Health Care Providers (1988)

Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens,
adults have special needs and requirements as learners. Despite the apparent truth, adult learning is a relatively new
area of study. The field of adult learning was pioneered by Malcom Knowles. He identified the following characteristics
of adult learners:
Adults are autonomous and selfself-directed. They need to be free to direct themselves. Their teachers must
actively involve adult participants in the learning process and serve as facilitators for them. Specifically, they
must get participants' perspectives about what topics to cover and let them work on projects that reflect their
interests. They should allow the participants to assume responsibility for presentations and group leadership.
They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying
them with facts. Finally, they must show participants how the class will help them reach their goals (e.g., via
a personal goals sheet).
Adults have accumulated a foundation of life experiences and knowledge that may include work-related
activities, family responsibilities, and previous education. They need to connect learning to this
knowledge/experience base. To help them do so, they should draw out participants' experience and
knowledge which is relevant to the topic. They must relate theories and concepts to the participants and
recognize the value of experience in learning.
Adults are goalgoal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They,
therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors
must show participants how this class will help them attain their goals. This classification of goals and course
objectives must be done early in the course.
Adults are relevancyrelevancy-oriented. They must see a reason for learning something. Learning has to be applicable
to their work or other responsibilities to be of value to them. Therefore, instructors must identify objectives
for adult participants before the course begins. This means, also, that theories and concepts must be related
to a setting familiar to participants. This need can be fulfilled by letting participants choose projects that
reflect their own interests.
Adults are practical,
practical focusing on the aspects of a lesson most useful to them in their work. They may not be
interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be
useful to them on the job.
As do all learners, adults need to be shown respect.
respect Instructors must acknowledge the wealth of experiences
that adult participants bring to the classroom. These adults should be treated as equals in experience and
knowledge and allowed to voice their opinions freely in class.
However, there are some other characteristics relevant to the adult learning field worth mentioning:
Adults have established values, beliefs and opinions. Demonstrate respect for differing beliefs, religions, value
systems and lifestyles. Let your learners know that they are entitled to their values, beliefs and opinions, but that
everyone in the room may not share their beliefs. Allow debate and challenge of ideas.
Adults are people whose style and pace of learning has probably changed. Use a variety of teaching strategies such
as small group problem solving and discussion. Use auditory, visual, tactile and participatory teaching methods.
Reaction time and speed of learning may be slow, but the ability to learn is not impaired by age. Most adults prefer
teaching methods other than lecture.

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
Adults relate new knowledge and information to previously learned information and experiences. Assess the specific
learning needs of your audience before your class or at the beginning of the class. Present single concepts and focus
on application of concepts to relevant practical situations. Summarize frequently to increase retention and recall.
Material outside of the context of participants' experiences and knowledge becomes meaningless.
Adults are people with bodies influenced by gravity. Plan frequent breaks, even if they are 2-minute "stretch" breaks.
During a lecture, a short break every 45-60 minutes is sufficient. In more interactive teaching situations, breaks can
be spaced 60-90 minutes apart.
Adults have pride. Support the students as individuals. Self-esteem and ego are at risk in a classroom environment
that is not perceived as safe or supportive. People will not ask questions or participate in learning if they are afraid of
being put down or ridiculed. Allow people to admit confusion, ignorance, fears, biases and different opinions.
Acknowledge or thank students for their responses and questions. Treat all questions and comments with respect.
Avoid saying "I just covered that" when someone asks a repetitive question. Remember, the only foolish question is
the unasked question.
Individual differences among people increase with age. Take into account differences in style, time, types and pace of
learning. Use auditory, visual, tactile and participatory teaching methods.
Note: New information and skills must be relevant and meaningful to the concerns and desires of the students. Know
what the needs are of individuals in your class. Students do not wish to learn what they will never use. The learning
environment must by physically and psychologically comfortable.
Motivating The Adult Learner
By Stephen Lieb
Senior Technical Writer and Planner, Arizona Department of Health Services
and part-time Instructor, South Mountain Community College from VISION, Fall 1991

Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning:
Social relationships: to make new friends, to meet a need for associations and friendships.
External expectations: to comply with instructions from someone else; to fulfill the expectations or
recommendations of someone with formal authority.
Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability
to participate in community work.
Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast
of competitors.
Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a
contrast to other exacting details of life.
Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an
inquiring mind.
Barriers and Motivation
Unlike children and teenagers, adults have many responsibilities that they must balance against the demands of
learning. Because of these responsibilities, adults have barriers against participating in learning. Some of these
barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn,
scheduling problems, red tape, and problems with child care and transportation.
Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a requirement for
competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain old skills or learn
new ones, a need to adapt to job changes, or the need to learn in order to comply with company directives.

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers.
Instructors must learn why their students are enrolled (the motivators); they have to discover what is keeping them
from learning. Then the instructors must plan their motivating strategies. A successful strategy includes showing
adult learners the relationship between training and an expected promotion.
Retrieved from:

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-1.htm
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

SECTION 2 ADULT LEARNING

(The following material is excerpted from the NVAA specialized offering "The
The Ultimate Educator"
Educator by Edmunds, C., K. Lowe, M. Murray, and A. Seymour, 1999.)

Historical Roots of Adult Learning Principles

Since the 1970s, adult learning theory has offered a framework for educators and trainers whose job it is to train
adults. Malcolm S. Knowles (1973) was among the first proponents of this approach. In his book, The Adult Learner:
A Neglected Species, he resurrected the word "andragogy" a term popular in German education circles in the early
1800s, and used it to label his attempt to create a unified theory of adult learning. Knowles' contentions were based
on four assumptions:
1. As they mature, adults tend to prefer self-direction. The role of the instructor is to engage in a process of inquiry,
analysis, and decision-making with adult learners, rather than to transmit knowledge.
2. Adults' experiences are a rich resource for learning. Active participation in planned experiencessuch as
discussions or problem solving exercises, an analysis of those experiences, and their application to work or life
situationsshould be the core methodology for training adults. Adults learn and retain information more easily if they
can relate it to their reservoir of past experiences.
3. Adults are aware of specific learning needs generated by real-life events such as marriage, divorce, parenting,
taking a new job, losing a job, and so on. Adult learners' needs and interests are the starting points and serve as
guideposts for training activities.
4. Adults are competency-based learners, meaning that they want to learn a skill or acquire knowledge that they can
apply pragmatically to their immediate circumstances. Life or work-related situations present a more appropriate
framework for adult learning than academic or theoretical approaches.
Robert W. Pike (1989), an internationally recognized expert in human resources development and author of the book
Creative Training Techniques, has conducted thousands of adult training seminars. His principles of adult learning,
referred to as "Pike's Laws of Adult Learning," have built upon the original philosophy to provide similar guidance for
trainers:

Law 1: Adults are babies with big bodies. It is accepted that babies enjoy learning through experience, because every
exploration is a new experience. As children grow, educators traditionally reduce the amount of learning through
experience to the point that few courses in secondary and higher education devote significant time to experiential
education. It is now recognized that adult learning is enhanced by hands-on experience that involves adults in the
learning process. In addition, adults bring a wealth of experience that must be acknowledged and respected in the
training setting.

Law 2: People do not argue with their own data. Succinctly put, people are more likely to believe something fervently
if they arrive at the idea themselves. Thus, when training adults, presenting structured activities that generate the
students' ideas, concepts, or techniques will facilitate learning more effectively than simply giving adults information
to remember.

Law 3: Learning is directly proportional to the amount of fun you are having. Humor is an important tool for coping
with stress and anxiety, and can be effective in promoting a comfortable learning environment. If you are involved in

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
the learning process and understand how it will enable you to do your job or other chosen task better, you can
experience the sheer joy of learning.
Law 4: Learning has not taken place until behavior has changed. It is not what you know, but what you do that
counts. The ability to apply new material is a good measure of whether learning has taken place. Experiences that
provide an opportunity for successfully practicing a new skill will increase the likelihood of retention and on-the-job
application.
Adult
Adult Learning and the Ultimate Educator
Design and Deliver Training Firmly Grounded on Principles of Adult Learning
For more than two decades, adult learning theory has served as the framework for training adults. The idea that
adults as learners require different educational strategies than children was first voiced fifty years ago when Irving
Lorge (1947), writing about effective methods in adult education, suggested that to reach the adult learner, you have
to teach to what adults want. He stated that adults have "wants" in the following four areas:
1.
2.
3.
4.

To
To
To
To

gain something.
be something.
do something.
save something.

Eduard Lindeman, also writing in the 1940s, proposed that adults learn best when they are actively involved in
determining what, how, and when they learn. Since the 1970s, several authors and training experts have expanded
upon the original concepts presented as adult learning theory.
Ultimate instruction, as used here, means helping adults to learn and involves far more than lecturing or presenting
information. It involves instructing for resultspowerful, highly effective instruction that results in applicable learning
for adult participants. The material presented here is intended as a guide for both new and experienced trainers and
educators. The reader is encouraged to adapt these ideas and techniques freely and to modify them as necessary to
compliment his or her unique style of instruction. You, too, can become an ultimate educator.
Key Differences between Adults and Children as Learners
Adults differ from children as learners. An adult has assumed responsibility for himself/herself and others. Adults
differ specifically in self-concept, experience, readiness to learn, time perspective, and orientation to learning.
Traditional teaching applied to children is "jug and mug" with the big jug (the teacher) filling up the little mugs (the
students). Students are asked to pay attention and have few opportunities to make use of their own experience (Klatt
1999).
The following chart identifies some key differences between children and adults as learners:
Child and Adult Learning Characteristics
Children

Adults

Rely on others to decide what is important to be

learned.

Decide for themselves what is important to be learned.

Accept the information being presented at face value.

Need to validate the information based on their beliefs and

values.

Expect what they are learning to be useful in their

long-term future.

Expect what they are learning to be immediately useful.

Have little or no experience upon which to draw, are

relatively "blank slates."

Have substantial experience upon which to draw. May have

fixed viewpoints.

Little ability to serve as a knowledgeable resource to

teacher or fellow classmates.

Significant ability to serve as a knowledgeable resource to

the trainer and fellow learners.

Retrieved from: http://www.ojp.usdoj.gov/ovc/assist/instructor/section2.html

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
Learning Styles Test: Unlock Your Learning Potential!

This test is to find out something about your preferred learning method. Research on
the left/right brain differences and also on learning personality differences suggest that
each person has a preferred way to receive and communicate information. Choose the answer that best
explains your preference and mark the letter (V,
V, R, A, or K).
K If only a single answer does not match your
perception, please indicate the second or third choices.

1. You are about to give directions to a person. She is staying in a hotel in town and wants to visit your house.
She has a rental car. Would you:
V. draw a map on paper?
R. write down the directions (without a map?
A. tell her the directions?
K. collect her from the hotel in your car?
2. You are staying in a hotel and have a rental car. You would like to visit a friend whose address/location
you do not know. Would you like them to:
V. draw you a map?
R. write down the directions (without a map)?
A. tell you directions?
K. collect you from the hotel in their car?
3.
A.
R.
V.

You have just received a copy of your itinerary for a world trip. This is of interest to your friend. Would you:
call her immediately and tell her about it?
Send her a copy of the printed itinerary?
show her a map of the world?

4.
K.
V.
R.
A.

You are going to cook a dessert as a special treat for your family. Do you:
cook something familiar without the need for instructions?
thumb through a cookbook looking for ideas from the pictures?
refer to a specific cookbook where there is a good recipe?
ask for advice from others?

5.
K.
V.
R.
A.

A group of tourists has been assigned to you to find out about national parks. Would you:
drive them to a national park?
show them slides and photographs?
give them a book on national parks?
give them a talk on national parks?

6.
A.
K.
R.
V.

You are about to purchase a new stereo. Other than the price, what would most influence your decision?
a friend talking about it?
listening to it?
reading the details about it?
its distinctive, upscale appearance?

7. Recall a time in your life when you learned how to do something like playing a new board game. Try to
avoid choosing a very physical skill, i.e. riding a bike. How did you learn best? By:

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
V.
R.
A.
K.

visual clues-pictures, diagrams, charts?

written instructions?
listening to somebody explain it?
doing it?

8. Which of these games do you prefer?

A. Pictionary?
R. Scrabble?
9.
K.
R.
A.

K. Charades?

You are about to learn how to use a new program on a computer. Would you:
ask a friend to show you?
read the manual which comes with the program?
telephone a friend and ask questions about it?

10. You are not sure whether a word should be spelled "dependent" or "dependant". Do you:
R. look it up in a dictionary?
V. see the word in your mind and choose the best way it looks?
A. sound it out?
K. write both versions down?
11. Apart from price, what would most influence your decision to buy a particular textbook?
K. using a friends copy?
R. skimming parts of it?
A. a friend talking about it?
V. it looks OK?
12. A new movie has arrived in town. What would most influence your decision to go or not go?
A. friends talking about it?
R. you read a review about it?
V. You saw a preview of it?
13. Do you prefer a lecturer/teacher who likes to use:
R. handouts and/or a textbook?
V. flow diagrams, charts, slides?
K. field trips. labs, practical sessions?
A. discussion, guest speakers?
Now go back and count how many V's, A's, R's, and K's you circled. Whichever letter you have circled most
indicates your preferred learning style. If you have a "tie" or two letters are about equal you probably have
more than one preferred learning style.

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
If you have been identified as a Visual Learner,
Learner
follow these simple tips to assist you in learning
more efficiently.
In Class You Should:
Underline
use different colors
use symbols, charts, arrangements on a
page
When Studying You Should:
use the "In Class" method
reconstruct images in different ways
redraw pages from memory
replace words with symbols and initials
During
During Exams You Should:
recall the pictures of the pages
draw, use diagrams where appropriate
practice turning visuals back into words
If you have been identified as an Aural Learner,
Learner
follow these simple tips to assist you in learning
more efficiently.
In Class You Should:
attend lectures and tutorials
discuss topics with students
explain new ideas to other people
use a tape recorder
describe overheads, pictures, and visuals
to somebody that was not there.
leave space in notes for later recall
When Studying You Should:
understand you may take poor notes
because you prefer to listen
expand your notes
put summarized notes on tape and listen
read summarized notes out load
explain notes to another Aural person
During Exams You Should:
listen to your voices and write them down
speak your answers
practice writing answers to old exam
questions.
If you have been identified as a Reading/Writing
Learner,
Learner follow these simple tips to assist you in
learning more efficiently.
In Class You Should:
use list, heading
use dictionary and definitions
use handouts and textbooks
use lecture notes

When Studying You Should:

write out the words again and again
reread notes silently
rewrite ideas into other words
organize diagrams into statements
During Exams You Should:
practice with multiple choice questions
write out lists
write paragraphs, beginnings, endings
If you have been identified as a Kinesthetic
Learner,
Learner follow these simple tips to assist you in
learning more efficiently.
In Clas
Class
s You Should:
use all of your senses
go to lab, take field trips
use trial and error methods
listen to real life examples
use hands-on approach
When Studying You Should:
understand you may take notes poorly due
to topics not seeming relevant
put examples in note summaries
use pictures and photos to illustrate
talk about notes with another Kinesthetic
person
During Exams You Should:
write practice answers
role-play the exam situation in your room

Retrieved from: http://www.wright.edu/~carole.endres/learnstyles.htm

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo

TIPS FOR EFFECTIVE TEACHING

What Makes an Effective Teacher?
According to a handbook from the University of Iowa, effective teachers use the following strategies:
Clarity
--They communicate clearly about course objectives, content and testing, making sure to:
provide a rationale for learning particular material
adapt instruction to their student's level of knowledge and skill
Review
--They review prerequisite knowledge as the foundation for new knowledge.
Planning
--They are familiar with current research and:
develop outlines for each class
begin with information about their students' preparation and skills
prepare for contingencies and "opportune moments" for teaching
Feedback
--They ask questions requiring students to reflect, evaluate, connect ideas while:
providing clear and specific responses to student comments
following a correct response to a question with another question
Transfer of Learning
--They provide adequate opportunity for mastery of tasks by:
making sure that principles are understood before asking students to apply them
offering a wide variety of examples
Evaluation
--They solicit formal and informal responses from students during the semester and:
use this information to improve their courses as they are being taught
also invite observation and suggestions from colleagues
Retrieved from: http://www.ilr.cornell.edu/tac/toolbox/tips/effective.html

Learning Tips for Effective Instructors

Educators must remember that learning occurs within each individual as a continual process throughout life.
People learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning
situation. Positive reinforcement by the instructor can enhance learning, as can proper timing of the instruction.
Learning results from stimulation of the senses. In some people, one sense is used more than others to learn or
recall information. Instructors should present materials that stimulate as many senses as possible in order to
increase their chances of teaching success.
There are four critical elements of learning that must be addressed to ensure that participants learn. These
elements are:
1. motivation
2. reinforcement
3. retention
4. transference
Motivation.
Motivation If the participant does not recognize the need for the information (or has been offended or
intimidated), all of the instructor's effort to assist the participant to learn will be in vain. The instructor must
establish rapport with participants and prepare them for learning; this provides motivation. Instructors can
motivate students via several means:

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo

Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that
shows the participants they will help them learn.

Set an appropriate level of concern. The level of tension must be adjusted to meet the level of
importance of the objective. If the material has a high level of importance, a higher level of tension/stress
should be established in the class. However, people learn best under low to moderate stress; if the stress is too
high, it becomes a barrier to learning.

Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge
participants but not so high that they become frustrated by information overload. The instruction should predict
and reward participation, culminating in success.
In addition, participants need specific knowledge of their learning results (feedback). Feedback must be specific,
not general. Participants must also see a reward for learning. The participant must be interested in the subject.
Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to
learn the subject.
Reinforcement.
Reinforcement Reinforcement is a very necessary part of the teaching-learning process; through it,
instructors encourage correct modes of behavior and performance.

Positive reinforcement is normally used by instructors who are teaching

teaching participants new skills. As the
name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.

Negative reinforcement is the contingent removal of a noxious stimulus that tends to increase the
behavior. The contingent presentation of a noxious stimulus that tends to decrease a behavior is called
punishment. Reinforcing a behavior will never lead to extinction of that behavior by definition. Punishment and
time out lead to extinction of a particular behavior, but positive or negative reinforcement of that behavior never
will. (To read more about negative reinforcement, you can check out Maricopa Center for Learning & Instruction
Negative Reinforcement Univeristy.)
When instructors are trying to change behaviors (old practices), they should apply both positive and negative
reinforcement.
Reinforcement should be part of the teaching-learning process to ensure correct behavior. Instructors need to
use it on a frequent and regular basis early in the process to help the students retain what they have learned.
Then, they should use reinforcement only to maintain consistent, positive behavior.
Retention. Students must retain information from classes in order to benefit from the learning. The
instructors' jobs are not finished until they have assisted the learner in retaining the information. In order for
participants to retain the information taught, they must see a meaning or purpose for that information. The must
also understand and be able to interpret and apply the information. This understanding includes their ability to
assign the correct degree of importance to the material.
The amount of retention will be directly affected by the degree of original learning. Simply stated, if the
participants did not learn the material well initially, they will not retain it well either.
Retention by the participants is directly affected by their amount of practice during the learning. Instructors
should emphasize retention and application. After the students demonstrate correct (desired) performance, they
should be urged to practice to maintain the desired performance. Distributed practice is similar in effect to
intermittent reinforcement.
Transference. Transfer of learning is the result of training -- it is the ability to use the information taught
in the course but in a new setting. As with reinforcement, there are two types of transfer: positive and negative.

Positive transference,
transference like positive reinforcement, occurs when the participants use the behavior taught in
the course.

Negative transference,
transference again like negative reinforcement, occurs when the participants do not do what
they are told not to do. This results in a positive (desired) outcome.
Transference is most likely to occur in the following situations:

Association -- participants can associate the new information with something that they already know.

Similarity -- the information is similar to material that participants already know; that is, it revisits a
logical framework or pattern.

Degree of original learning -- participant's degree of original learning was high or low.

Critical attribute element -- the information learned contains elements that are extremely beneficial
(critical) on the job.

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
Although adult learning is relatively new as field of study, it is just as substantial as traditional education and
carries and potential for greater success. Of course, the heightened success requires a greater responsibility on
the part of the teacher. Additionally, the learners come to the course with precisely defined expectations.
Unfortunately, there are barriers to their learning. The best motivators for adult learners are interest and selfish
benefit. If they can be shown that the course benefits them pragmatically, they will perform better, and the
benefits will be longer lasting.
Retrieved from: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

Teaching tips - Effective Teaching

Premises of Teaching
There is no one right teaching style.
Your teaching style is an extension of your personality, thus some techniques will appeal to you more
than others.
Teaching may appear easier and "more natural" for some than for others, but there are no "born
teachers" who dont need to improve or others who can never improve regardless of effort.
Good teachers work at being good and are constantly looking for ways to improve.
Not all techniques are effective in every setting, in every situation of the same setting, and with every
group.
A new approach should not be tried only because it is new,
new nor rejected for the same reason.
Teaching & Learning: Points to Consider
Effective teaching should be thought of as helping students learn, and every student encounter should be
thought of as a student's opportunity for learning.
Foster a good learning atmosphere.
atmosphere.
Be serious without creating excessive tension.
Be prepared---have a flexible teaching plan in mind, but be ever on the lookout for the "teachable
moment".
Be positive toward learners---guard against sending unintentional messages (disdain, condescension,
racism, sexism, etc.).
Be confident (not arrogant) but comfortable in not knowing everything.
Use effective teaching techniques.
State what should be learned here.
Situate the topic in the "bigger picture"---provide adequate context.
Involve learners in the process by having them, for example, present the problem, respond to questions,
summarize the findings and discussion, and research and report on unanswered questions.
Use questions effectively.
Summarize the "take-home" points at the end of the discussion/activity.
Use follow-up research and reporting to the group as an "inquisitive" exercise rather than a "punitive"
exercise for not having the answer initially.
Retrieved from: http://www.uab.edu/uasomume/cdm/teaching.htm#Teaching

HOW TO BECOME A MORE EFFECTIVE LEARNER

Tips from Psychology to Improve Learning Effectiveness & Efficiency
By Kendra Van Wagner, About.com Guide

I'm always interested in finding new ways to learn better and faster. As a graduate student who is also a fulltime science writer, the amount of time I have to spend learning new things is limited. It's important to get the
most educational value out of my time as possible. However, retention, recall and transfer are also critical. I
need to be able to accurately remember the information I learn, recall it at a later time and utilize it effectively in
a wide variety of situations.
1. Memory Improvement Basics
Basic tips such as improving focus, avoiding cram sessions and structuring your study time are a good place to
start.

10

1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
2. Keep Learning (and Practicing) New Things

Learning and practicing new skills

helps your brain retain new information.
Image by Mysid.

One sure-fire way to become a more effective learner is to simply keep learning. A 2004 Nature article reported
that people who learned how to juggle increased the amount of gray matter in their occipital lobes, the area of
the brain is associated with visual memory.1 When these individuals stopped practicing their new skill, this gray
matter vanished.
So if you're learning a new language, it is important to keep practicing the language in order to maintain the
gains you have achieved. This "use-it-or-lose-it" phenomenon involves a brain process known as "pruning."
Certain pathways in the brain are maintained, while other are eliminated. If you want the new information you
just learned to stay put, keep practicing and rehearsing it.
3. Learn in Multiple Ways
Focus on learning in more than one way. Instead of just listening to a podcast, which involves auditory learning,
find a way to rehearse the information both verbally and visually. This might involve describing what you learned
to a friend, taking notes or drawing a mind map. By learning in more than one way, youre further cementing the
knowledge in your mind. According to Judy Willis, The more regions of the brain that store data about a subject,
the more interconnection there is. This redundancy means students will have more opportunities to pull up all of
those related bits of data from their multiple storage areas in response to a single cue. This cross-referencing of
data means we have learned, rather than just memorized.2
4. Teach What You've Learned to Another Person

Teaching can improve your learning.

Ren Mansi/iStockPhoto

Educators have long noted that one of the best ways to learn something is to teach it to someone else.
Remember your seventh-grade presentation on Costa Rica? By teaching to the rest of the class, your teacher
hoped you would gain even more from the assignment. You can apply the same principle today by sharing your
newly learned skills and knowledge with others.
Start by translating the information into your own words. This process alone helps solidify new knowledge in
your brain. Next, find some way to share what youve learned. Some ideas include writing a blog post, creating a
podcast or participating in a group discussion.
5. Utilize Previous Learning to Promote New Learning
Another great way to become a more effective learner is to use relational learning, which involves relating new
information to things that you already know. For example, if you are learning about Romeo and Juliet, you might
associate what you learn about the play with prior knowledge you have about Shakespeare, the historical period
in which the author lived and other relevant information.
6. Gain Practical Experience
For many of us, learning typically involves reading textbooks, attending lectures or doing research in the library
or on the Web. While seeing information and then writing it down is important, actually putting new knowledge
and skills into practice can be one of the best ways to improve learning. If you are trying to acquire a new skill
or ability, focus on gaining practical experience. If it is a sport or athletic skill, perform the activity on a regular
basis. If you are learning a new language, practice speaking with another person and surround yourself with
immersive experiences.

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1-The Role of the Teacher & the Student in the EFL Classroom
Lic. Paula I. Aguilar Angulo
7. Look Up Answers Rather Than Struggle to Remember
Of course, learning isnt a perfect process. Sometimes, we forget the details of things that we have already
learned. If you find yourself struggling to recall some tidbit of information, research suggests that you are better
offer simply looking up the correct answer. One study found that the longer you spend trying to remember the
answer, the more likely you will be to forget the answer again in the future. Why? Because these attempts to
recall previously learned information actually results in learning the "error state" instead of the correct response.
8. Understand How You Learn Best
Another great strategy for improving your learning efficiency is to recognize your learning habits and styles.
There are a number of different theories about learning styles, which can all help you gain a better
understanding of how you learn best. Gardners theory of multiple intelligences describes eight different types of
intelligence that can help reveal your individual strengths. Looking at Carl Jungs learning style dimensions can
also help you better see which learning strategies might work best for you.
9. Use Testing to Boost Learning

Testing can be more beneficial than

studying alone. Image by Clinton
Cardozo.

While it may seem that spending more time studying is

one of the best ways to maximize learning, research has demonstrated that taking tests actually helps you
better remember what you've learned, even if it wasn't covered on the test.3 The study revealed that students
who studied and were then tested had better long-term recall of the materials, even on information that was not
covered by the tests. Students who had extra time to study but were not tested had significantly lower recall of
the materials.
10. Stop Multitasking

Multitasking can hurt

learning effectiveness.
Paul Kline/iStockPhoto

For many years, it was thought that people who multitask, or

perform more than one activity at once, had an edge over those who did not. However, research now suggests
that multitasking can actually make learning less effective. In the study, participants lost significant amounts of
time as they switched between multiple tasks and lost even more time as the tasks became increasingly
complex.4 By switching from one activity to another, you will learn more slowly, become less efficient and make
more errors. How can you avoid the dangers of multitasking? Start by focusing your attention on the task at
hand and continue working for a predetermined amount of time.
References
1
Draganski, B., Gaser, C., Busch, V., & Schuierer, G. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature,
427(22), 311-312.
2
Willis, J. (2008). Brain-based teaching strategies for improving students' memory, learning, and test-taking success.(Review of
Research). Childhood Education, 83(5), 31-316.
3

Chan, J.C., McDermott, K.B., & Roediger, H.L. (2007). Retrieval-induced facilitation. Journal of Experimental Psychology: General,

135(4), 553-571.
4

Rubinstein, Joshua S.; Meyer, David E.; Evans, Jeffrey E. Journal of Experimental Psychology: Human Perception and Performance,

27(4), 763-797.
Retrieved from: http://psychology.about.com/od/educationalpsychology/tp/effective-learning.htm

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