In the realm of education, understanding how students learn best is akin to finding the Holy Grail. John AC Hattie and Gregory M Donoghue’s paper, “Learning strategies: a synthesis and conceptual model” (npj Science of Learning, 2016), offers a comprehensive roadmap for educators, students, and parents alike. This review aims to distill their complex model into digestible insights for non-specialists.
The Core of the Model
Hattie and Donoghue propose a model that revolves around three key inputs and outcomes: skill, will, and thrill. These elements are interwoven throughout various phases of learning: surface, deep, and transfer.
- Skill: Refers to the prior knowledge or subsequent achievements a student brings to the task.
- Will: Encompasses the student’s dispositions towards learning—essentially, their habits of mind.
- Thrill: Captures the motivations and excitement a student has towards learning.
These inputs are not just starting points but also desired outcomes of effective learning. The model emphasizes that successful learning isn’t merely about acquiring knowledge (skill) but also about fostering positive attitudes (will) and intrinsic motivation (thrill).
Phases of Learning
The authors identify three critical phases of learning:
- Surface Learning: This phase involves acquiring basic knowledge and skills. Strategies such as summarization, note-taking, and mnemonics are particularly effective here.
“To acquire surface learning, it is worthwhile knowing how to summarise, outline and relate the learning to prior achievement” (Hattie & Donoghue, 2016).
- Deep Learning: Once foundational knowledge is established, students should engage in deeper cognitive processes like elaboration, organization, and self-regulation. These strategies help students connect ideas and understand underlying principles.
- Transfer: The ultimate goal is for students to apply what they’ve learned to new situations. Recognizing similarities and differences between old and new problems is crucial for this phase.
“The fundamental skill for positive transfer is stopping before addressing the problem and asking about the differences and similarities of the new to any older task situation” (Hattie & Donoghue, 2016).
Timing is Everything
One of the most compelling aspects of Hattie and Donoghue’s model is its emphasis on timing. The effectiveness of learning strategies varies depending on the phase of learning. For instance, while practice testing might be beneficial during the consolidation of surface learning, self-questioning and collaborative learning are more suited for deep learning.
“It is all in the timing… the optimal strategies depend on where in the learning cycle the student is located” (Hattie & Donoghue, 2016).
Practical Implications
For educators, the message is clear: embed learning strategies within the content rather than teaching them in isolation. According to the authors, generic “how to learn” courses often fall short because they lack context-specific application.
“There is no need to develop learning strategy courses, or teach the various strategies outside the context of the content” (Hattie & Donoghue, 2016).
Moreover, fostering a classroom environment that encourages adaptive help-seeking can significantly enhance learning outcomes. Students should feel comfortable seeking help and know how to discern reliable assistance.
Challenges and Future Directions
Despite its robust framework, the model raises several questions that warrant further research. For example, the optimal sequence through the learning phases and the distinction between acquisition and consolidation phases remain areas ripe for exploration.
“Further research is needed to better understand the optimal order through the various phases” (Hattie & Donoghue, 2016).
Additionally, the model underscores the importance of cognitive flexibility—students should be encouraged to adapt their strategies as they progress through different learning stages.
Conclusion
Hattie and Donoghue’s model provides a nuanced understanding of the learning process, emphasizing the intertwined roles of skill, will, and thrill. By recognizing the distinct yet overlapping phases of surface, deep, and transfer learning, educators and students can better navigate the educational landscape.
“We need to think in terms of ‘surface to deep’ and not one alone; we need to think in terms of developing dispositions, motivations and achievement, and not one alone” (Hattie & Donoghue, 2016).
This model serves as both a guide and a call to action for anyone invested in the art and science of learning. It invites us to reconsider traditional approaches and embrace a more dynamic, integrated perspective on education.
References:
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. npj Science of Learning, 1, 16013. doi:10.1038/npjscilearn.2016.13