Harmful myths in teaching and learning at the university level


The first annual international conference on teaching and learning innovation was initiated and hosted by VinUni University in the past two days, June 17-18, attracting a large number of participants. scholars and scientists from domestic and foreign universities.

GS. Robert Kamei, National University of Singapore (NUS) at the Conference. Photo: Diep An

Misconceptions

In fact, the myths about studying day and night or trying to cram knowledge only make students more and more depressed.

At the Conference, Prof. Robert Kamei, National University of Singapore (NUS) said that there are 4 misconceptions in the teaching and learning of lecturers and students at universities.

Myth 1: “I learn to walk, I learn to speak naturally, so I don’t need to learn how to learn, but my learning happens naturally”.

Myth 2: “The best way to learn is through a good lecture. A good teacher knows how to make learning easy”.

Myth 3: “The more time you spend studying, the more you learn, the higher your test score”.

And another misconception is that knowing something means that you already know how to practice and apply it.

By dismantling these myths, Prof. Kamei came up with four big ideas. It is optimal learning that is often counter-cognitive/counter-intuitive. Everyone’s brain is not a camera. Instead, the brain changes, processes information, and selects and associates new knowledge with other memories.

“More work does not mean more learning. It is important that motivation, physical and mental health are the most important factors in learning. Being a strategic learner, you can maximize optimize the limited time you have for studying”, said Prof. Kamei.

According to him, knowing how to become a strategic learner is just the first step. Students need to learn the most effective ways of learning for themselves and how to do them. It is important to have effective personal strategies tailored to the needs of the tasks to be done, with each person’s unique resources and limitations.

At the end of the lecture, Prof. Kamei presented a comprehensive learning model that he developed. It consists of three phases: Plan, implement, and evaluate, and then re-implement these steps.

Changing teaching methods

In the introductory presentation on “Education in the 21st century”. Professor Sanjay Sarma, Vice President of the Center for Open Learning, Massachusetts Institute of Technology (MIT), said that the world is constantly changing and students today face many dilemmas in the future.

Therefore, MIT has taken a groundbreaking approach to education, using open source materials, using technology to improve curricula and pedagogy to prepare for a post-COVID-19 future full of challenges. challenges but also many opportunities for startups and technology transfer.

The basis for MIT to offer solutions to improve the quality of education for university students is the research on the functioning of the human brain in which students are the object of the research. The results of these studies provide higher education administrators with interesting information.

The researchers took pictures of the brains of students in different states such as watching television, playing games, cooking, playing and studying.

The image of the brain of students in the lecture hall is in a static state, different from the active brain when having fun and entertainment. Even the use of videos to support the teacher’s lecture only keeps students’ focus until the 10th minute, from the 11th minute, usually most students start to let their brains… “wander” , “nonsense”.

From this study, Professor Sanjay Sarma believes that teaching and learning methods for students in this 21st century need to change from presentation to other positive forms.

Teaching methods that stimulate curiosity, the desire to explore and create, encourage learners to directly participate in experiences, research, and even start a business since they are still in school. interested by international professors.

Professor Sanjay said that these research results open up some problems for university lecturers and professors to think about. For example, how can the students’ brains work as vibrantly as they do when they play, cook, etc.! Or use tools and teaching methods to maintain focus on the content of the lecture for as long as possible.

According to Prof. Wray Buntine, Director of the Computer Science Program, Institute of Engineering and Computer Science, VinUni University, how to make students have many questions in their heads, desire to be asked, discovered and discovered. ready to challenge his teacher, offering a completely different point of view. That is the way to turn the knowledge of the teacher into the knowledge of each student.

Dr. Le Mai Lan, Vice Chairman of Vingroup, Chairman of the VinUni University Council, said that the educational perspective at VinUni is towards individualizing learners, the common goal is for students to learn actively. Therefore, there will not be a rigid and compulsory curriculum or teaching method.

According to Ms. Mai Lan, VinUni students can pursue research or start a business or want to work in the LAB department. The school respects the student’s choice. Even many students want to “embed” in many experiential activities associated with current life problems.

Depending on the characteristics of the subject and the specific target audience, the teacher decides to choose an appropriate journey for learners to acquire knowledge and perfect skills.

According to Tien Phong

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