Summary___Learning_Your_First_Job

James Verlander Professor Calkins English 101 Online Sept 27, 2010 Robert Leamnson Teaches Learning is Our First Job There are no short cuts to learning and the mastering a subject. True learning is not a spectator sport; the student must be immersed in the subject matter to be effective. Actual physical changes take place in the brain when we learn something new; the results are richer and different neuron connections (Leamnson).With the new neuron connections, a new or different way of thinking takes place because the landscape of the brain has been changed. But these new connections must be used to strengthen their connection to each other and reviewing the material is a good start in that direction (Leamnson). The act recalling the information is a good way to strengthen the new connection because the neurons must re-fire in order for us to remember. So the more involved the student is in the learning process, the stronger the connections are made. Thus, when it needs to be recalled, the memory rebuilds itself easily (Leamnson). There is however, something even more important. To learn anything, we must give it some kind of priority. Time is inflexible and we can only use it effectively and efficiently, so what needs to be learned and understood must be given a priority because you will always do what you have to do. Making learning something the most important priority puts it at the front of the line of all the stuff competing for our attention (Leamnson). Learning should not be left just to the classroom; the good student will seek out other channels to obtain the wanted or needed knowledge. That why it is so important to want to learn; no teacher can possibly anticipate all possible ways a student can learn (Leamnson). Also, a deeper understanding of the materials cannot be spoon fed, but must involve the student doing in depth analysis and discovering new informational relationships. With enough desire, anything can be learned. It is the yearning for learning that is the indicator of who will excel and who will be left behind. Wanting to learn means the student is willing to do whatever it takes to learn (Leamnson). It is not up to the instructor to always give assigned lessons or reading. The student who wants to learn the subject matter sets their own assignment because they have a burning desire to know (Leamnson). The learning attitude is vital but the right actions are just as important. There are, however, some behaviors that can make learning easier, or it can make it more difficult. First, it is impossible to focus effectively on two things at the same time (Leamnson). That is what makes conventional note taking of what is on the board or everything instructor says inefficient and ineffective. Instead, listening and then writing down the salient points are what is best to be able to retain the information (Leamnson). The brain is then more involved in decoding what was said and separating what was important and what should be ignored (Leamnson). When the information has made its way into the student’s mind, only then does it become knowledge and become of use. Once it becomes knowledge, it must be reinforced with some type of use or it will be lost or at best, partially recalled (Leamnson). As pointed out earlier, notes taken class are rarely good enough to study by themselves. A good method to reinforce is deciphering notes taken in class by writing them out into complete sentences. If this is not possible from what has been written, or from memory, a little research is in order. The text assigned to the course has a high probability of having the answers sought (Leamnson). After gathering the necessary information to round out the notes, a student then writes out the notes in complete thoughts. The clearer a thought is, the better it is retained in memory. By putting some effort into recording the thought in a way that can be verbalized, the thought is completed. Completed thoughts are retained better because they have a purpose. Half formed thoughts or ones vague in what they are saying provide little motivation to be remembered (Leamnson). The effort to organize the notes and thoughts to their logical conclusion pays off not only in coherent notes for study; it also affixes the information firmly in the student’s head for use and recall (Leamnson). Another way to add to the learning experience is to interact with the instructor whenever possible. This time gives the student an opportunity to connect to the person teaching the class and should be considered the local expert in the course of study. This cannot but help give a better understanding of the material than just passive reading (Leamnson). But the student is just one of many and the instructor must make time for all students. That is where study groups come into importance (Leamnson). By working in a group or pairs, the students discuss their assignments and course problems. In doing this, the student is using one of the most effective methods there is learn outside of the classroom (Leamnson). By meeting at a set time with a study agenda tailored to the subject, it gives group members an opportunity to verbalize their thoughts out loud instead of just on paper and get feedback, and perhaps new insights, of the material from other group members. The student very well might have to put what has been learned into action, in order to answer questions from the group. This is only possible if the student fully comprehends the material in the most complete manner possible (Leamnson). Exams are should always be prepared for well in advance. Proper note taking, doing all assignments and using a study group, the student is constantly preparing for all exams. Of course, there will be extra time devoted for more intensive studying in the days just before an exam but it is the regular course work done all along that makes the real difference. “Pulling an all-nighter” is a college tradition but not necessarily a good one (Leamnson). In order to truly master a course, long term memory must be utilized. This is simply not possible with a ten or twelve hour plus cram session, just before an important exam (Leamnson). The best method to develop long term memory is to have rich neural connections and that will come if the student follows the guidelines written about earlier in this summary (Leamnson). This way the student remembers what the facts are on exam day and the student has the long term memory needed to analyze and draw conclusions, not just parrot information. Lastly, at exam time take care of your brain. It is an organ, one of many, and like the others it functions best when it is not abused. (Leamnson) It has been said that with the internet, learning is easier for today’s students (Leamnson). While it is true that with advent of the internet more information is now more easily available than any time in human history, some frame of reference is needed to understand that information. The student must have some previous knowledge of the subject being researched. This knowledge acts as a foundation on which the student can gauge the new found information’s merit (Leamnson). While having easy access to more information can be convenient, the same “old school” learning strategies will always apply (Leamnson). It all still comes down to desire to learn. This is education at a college level and even the best teachers in the world cannot cure stupid. The student must have a burning need to know and if they have that, the ways and means to master a subject will be found, no matter how hard, difficult or unreasonable some of the assignments may seem. Everything is preparing the student to fully comprehend the subject and it is up to the student to develop the self mastery that is necessary for all academic achievement. Work Cited Leamnson, Robert. “Learning (Your First Job).” University of Georgia Center for Teaching and Learning. University of Georgia, Dec. 12 2002. Web. Sept 27 2010.