Learning to learn: teachers\u27 opportunities to develop pupils\u27 learning strategies

Ena bolj poudarjenih vlog v prenovljeni šoli je tudi usposabljanje učencev za učenje. Eden izmed načinov, ki spodbuja proces učenja posameznika, je uvajanje bralnih učnih strategij pri učencih. V magistrski nalogi predstavljamo razredni projekt »Učimo se učiti«, ki je potekal v dveh oddelkih petega razreda. Projekt smo izvedli kot akcijsko raziskovanje v eksperimentalni skupini (oddelek 5. b) v šolskem letu 2008/09. Osnovno izhodišče naloge učenje učenja so bile ključne kompetence za vseživljenjsko učenje (Priporočilo Evropskega parlamenta in Sveta o ključnih kompetencah za vseživljenjsko učenje, sprejeto 18. 12. 2006, (2006/962/ES)) in Strategija vseživljenjskega učenja v Republiki Sloveniji, ki učiteljem postavlja nalogo, da učence naučijo učiti se (Jelenc, 2007). V procesu uvajanja projekta smo razvijali učenčevo aktivno vlogo v učnem procesu in opisali možnosti za razvijanje učnih strategij pri učencih. Med strategijami učenja so bile posebej izpostavljene kompleksne bralne učne strategije in grafične ponazoritve (Pečjak in Gradišar, 2012). V teoretičnem delu smo izhajali iz ključne kompetence učenje učenja za vseživljenjsko učenje (Priporočilo Evropskega parlamenta in Sveta) ter samoregulacijskega učenja. Da bi postavili strategije v širši koncept, smo jih povezali s samoregulacijskim učenjem, ki vodi h kompetenci »znati se učiti«. Med teorijami, ki razlagajo samoregulacijsko učenje, smo izhajali iz socialno-kognitivne teorije samoregulacije učenja po štirikomponentnem modelu samoregulacijskega učenja avtorjev Hofer, Yu in Pintrich (Pečjak in Gradišar, 2012). V nalogi predstavljamo projekt uvajanja bralnih učnih strategij z vključevanjem treh sklopov elementov samoregulacijskega učenja (kognitivni, metakognitivni ter motivacijski) s spreminjanjem učenčeve vloge v aktivnega sooblikovalca lastnega učenja. V teoretičnem delu smo predstavili analizo in primerjavo strokovne in znanstvene literature različnih avtorjev, ki so se ukvarjali z učenjem učenja ter možnostmi razvijanja bralnih učnih strategij pri učencih s poudarkom na samoregulacijskem učenju. S poglavjem o učiteljevem uvajanju sprememb ob akcijskem raziskovanju smo se navezali na raziskovalni del, kjer smo opisali potek in rezultate uvajanja bralnih učnih strategij v praksi, ki je potekalo v dveh akcijskih korakih. Oba akcijska koraka predstavljamo z opisom dejavnosti in odzivanjem učencev, ki je bilo skladno z našimi pričakovanji. V procesu uporabe različnih strategij učenja ob učiteljevem vodenju so imeli učenci tudi možnost izbirati drugačen način učenja, če so spoznali, da je zanje ustreznejši od ponujenega. Da so se učenci lahko samostojno odločali za sebi najprimernejši način učenja, je učence dodatno motiviralo in se je pokazalo kot učinkovito. Nalogo smo zaključili z izhodišči in možnostmi za nadaljnje delo z učenci s cilji »učenje učenja«. Preučevanje samoregulacije opozarja, da so samoregulativni procesi tisti, ki pomembno vplivajo na učne dosežke učencev, in sicer s postavljanjem učnih ciljev, uporabo učinkovitih strategij učenja, spremljanjem in ocenjevanjem napredka, spodbudnim učnim okoljem in razvijanjem kompetence učenje učenja. Pomembne so tudi povratne informacije, ki morajo učence usmerjati v iskanje pomoči (če je ta potrebna), spodbujajo vztrajnost in trud ter postavljajo nove cilje, ko so zastavljeni cilji doseženi.One of the more emphasized roles of the primary school curricular reform in Slovenia is training pupils how to learn. One of the ways to encourage the individual\u27s process of learning is to introduce reading learning strategies to pupils. This master\u27s thesis presents a class project »We\u27re learning to learn«, conducted in two fifth grade classes. The project was carried out as an action research in an experimental group (class 5. b) in school year 2008/09. The starting point of the learning to learn assignment were key competence skills for lifelong learning (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC)), and the Strategy on lifelong learning in the Republic of Slovenia, which gave the teachers the assignment to teach the pupils to learn (Jelenc, 2007). In the process of implementing the project, a pupil’s active role in the studying process was developed, and options to develop pupils’ learning strategies were described. Complex reading learning strategies and graphic organizers were highlighted among the learning strategies (Pečjak and Gradišar, 2012). The theoretical part of this thesis is based on the key learning-to-learn competence for lifelong learning (Recommendation of the European Parliament and of the Council) and self-regulatory learning. To place the strategies into a broader concept they were linked to self-regulatory learning, which leads to “knowing to learn” competence. Among the theories explaining self-regulatory learning the social-cognitive theory based on the four-component model of self-regulatory learning by Hofer, Yu and Pintrich (Pečjak in Gradišar, 2012) was chosen. The thesis presents the project of introducing reading learning strategies by implementing three sets of elements of self-regulatory learning (cognitive, metacognitive and motivational) and by changing the pupil’s role into an active creator of his/her own studying. The theoretical part presents an analysis and comparison of technical and scientific articles of various authors, who dealt with learning to learn strategies and options for evolving the pupils’ reading learning strategies, with the emphasis on self-regulatory learning. In the section on the teacher introducing changes during action research there is a reference made to the experimental part of the thesis, which describes the course and the results of the two-step field trial of reading learning strategies implementation. Both action steps are presented by the description of the action and of pupils\u27 reaction. Their reaction was in accordance with initial expectations. In the process of using various learning strategies introduced by the teacher, the pupils could choose a different learning strategy, if the one offered did not fit their needs properly. Giving the pupils the option of free choice for choosing the way of learning that fits them best has proven effective. It also gave the pupils extra motivation. In the end, the thesis offers the basis and possibilities for further work with pupils using the “learning to learn” goals. Self-regulation studies stress that the process of self-regulation is the one to influence pupils’ learning achievements efficiently by setting learning goals, using effective learning strategies, monitoring and evaluating progress, stimulating learning environment, and developing learning to learn competence. What is also important is the feedback information, which should direct the pupil to seek help (when needed), encourage persistence and hard work, and set new goals when the previous ones have been achieved