Development

Learning about Learning Enhances Performance

Chris Watkins
Institute of Education, London

Learning is a shared phenomenon and is the result of joining a knowledge community. Without metacognitive and metalearning awareness, learning may not transfer to different contexts and often is specific to the social situation in which it was experienced.

Learning is different to performance. Learners with a 'learning orientation'

• believe that effort leads to success
• believe in ability to learn and improve
• prefer challenging tasks
• experience satisfaction from success at difficult tasks and
• use positive self talk when undertaking a task.

A focus on learning can enhance performance because it

• takes a process rather than product perspective
• recognises the need for and value of collaborative discussion about learning
• is embedded in day to day practice in the classroom
• supports school vision and management and
• fosters resilience to deal with pressure.

Promoting learners as active and collaborative constructors of meaning with autonomy and self- direction can enhance performance.

• task related feedback rather than person oriented feedback leads to improved performance.
• learned helplessness can be changed to a mastery orientation.
• young children's learning capacity develops over time but is often underestimated.

Three to eight year old children who are involved in metacognitive and metalearning educational activities show greater awareness of their own learning, are better prepared for learning and show a richer conception of learning.

• primary school pupils' learning is enhanced when teachers make learning an object of attention, conversation, reflection and learning.
• high attainment in secondary school pupils is associated with independence, competence and a meaning-oriented approach to learning.
• learning about learning is a necessary element for learners to select and use appropriate strategies and to be effective learners in a range of situations.
• teachers who learn about learning contribute to school improvement.
• learning about learning stands in its own right as a key goal for schooling.

Adapted from Watkins, C. 2001 Learning about Learning Enhances Performance. School Improvement Network Research Matters No.13. Institute of Education, University of London.

Copyright Chris Watkins and Institute of Education, University of London.