How Do Students Learn

Course Design Series: Topic Intro | Part 1 | Part 2

Course Design Series
Part 1:
How Do Students Learn?

Overview

Research on teaching and learning demonstrates that clear course structure and teaching clarity increases student motivation, persistence, and improves performance and grades, with particular impact on first-generation and low-SES students (Blaich & Wise, 2014; Pascarella & Blaich, 2013; Wang et al., 2015).  More specifically, Roksa et al. (2017) found that nearly two-thirds of the effect of clear and organized instruction on academic performance is accounted for by three mechanisms:  1) faculty interest in teaching and student development; 2) academic engagement; and 3) academic motivation.  Furthermore, less academically prepared students benefited more from exposure to clear and organized instruction (Roksa et al, 2017). 

Before focusing on teaching, this series necessarily first examines how students learn.  In part two, we then describe a model of course design that supports this type of student-centered learning.  The series concludes with a series of appendices, beginning with a framework for designing courses and lessons with transparency (Appendix 1).  That follows with two templates to use for organizing and planning instruction based on this model.  The first template (Appendix 2) can be used for designing in-person courses, the second (Appendix 3) for converting from in-person to hybrid or online courses.  The final resource (Appendix 4) is an extract from the UC Diversity, Equity, and Inclusion Course Design Rubric.  

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How do Students Learn?

Ideally, effective teaching meets the learning needs of each individual student.  As instructors, we aim to help all of our students learn and succeed. By basing our teaching on the following principles of how students learn, we are best equipped to support diverse populations, multiple teaching formats (e.g., online, in-person) and varied class sizes: 

  • Students experience deeper learning and retain more information when they are actively engaged in the learning process. 

    Student engagement may include interaction between the student and the instructor, between the student and content, and between the student and their classmates. It may involve activities in small groups or pairs, individual student reflection or writing, small or large group discussion, problem solving, games, case studies, debates, role playing, and more. Even on their own away from class, students can actively engage with their learning.  Consider talking with them about (and sharing via Canvas) the evidence-based study strategies presented in this Student Resources guide. 
     

  • Students learn best through differentiated practice. 

    Students benefit when they can learn using many parts of the brain, and by engaging with what they are learning in a variety of ways. All students benefit when we create opportunities for them to interact with material and demonstrate their knowledge in different manners. Depending on the given content, some modes of learning can be more effective than others. Provide opportunities for students to interact with the material visually, verbally, and kinesthetically. Learning about and reinforcing content through differentiated practice benefits all learners. Many think this is accomplished through the combination of “lecture and lab” (or section). However, both lecture and lab settings can incorporate differentiated practice to reinforce and build on each other. 
     

  • Students learn through guided practice. 

    Learning something new requires guidance and a lot of practice. As an instructor, you can provide students with scaffolding that allows them to build upon previous understanding to process, integrate, and store new knowledge alongside pre-existing knowledge. Scaffolding refers to assistance and or guidance that helps students achieve outcomes that they may not be able to accomplish independently at first. It may be helpful to follow the “I do – we do – you do” model: (1) demonstrate or introduce the process (I do); (2) work through or solve an example with your students together, providing guidance and feedback (we do); and (3) have students complete the task on their own (you do). This model provides scaffolding, repetitive practice, and eventual independent accomplishment.   
     

  • Students need ongoing feedback about their learning. 

    Feedback is essential for learning, yet students are often only provided feedback on what they know and don’t know on formal, graded assignments. Feedback may come from instructors, peers, and self-assessment, and is most helpful when provided frequently and informally. Frequent informal feedback on student understanding encourages and rewards meaningful learning, helps prepare students by making them aware of what they do and do not know, and can help you know where your students stand. 

As you plan either courses or lessons, actively seek opportunities to integrate these principles into your instruction. You can review this same content via a short video How Students Learn.