A Research-Based Learning System
Learning to Learn ®(LTL) is a system of learning and reasoning strategies with a long history of research and development. The LTL system is based on research conducted at the University of Michigan on the thinking skills of successful learners. High-achieving students were asked to verbalize their thinking when they did academic work. A pattern of skills common to successful learners was discovered. It was found that successful learners:
•Ask themselves questions about new information
•Break tasks into small, manageable parts to help get things done
•Focus on goals to stay on track towards results
•Get feedback on learning progress to find out what they know – and what they need to know
Of these skills, the most important one is the process of asking questions. Without it, very little learning occurs.
These learning strategies are used in all successful learning – in and out of the classroom. For example, crossing a street in traffic involves using these skills. When you cross a busy street, you look for feedback , carrying on an internal dialogue, asking yourself questions such as, “How far away are the cars and how quickly are they traveling? Will I make it safely across the street if I cross now, or should I walk to the corner and cross at the light?” In making this analysis, you’ve separated out and identified the critical elements of this situation. Finally, you’re goal-directed .You want to get across the street.
Most students don't bring these natural learning skills into the classroom. In school, students' ongoing questioning is often discouraged, and memorization is emphasized. With LTL, students learn to use their natural learning skill sfor academic work. They learn to “translate” the four major learning strategies and apply them directly to what they are learning. They move beyond memorization towards natural learning and critical thinking.