Is Learning Ever Wasted?
By Sylvie Edwards | They say that “youth is wasted on the young”, well I say that sometimes learning is wasted on the young. Let’s discuss this further…
By Sylvie Edwards for Sankarsingh-Gonsalves Productions
As an educator in a program that is composed of both post-secondary (often no previous related work experience) and mature (having related work experience) students. I have often wondered if our program is helping them move in the right direction in the same manner. Faculty see a difference in a classroom for certain but how do we understand this better to provide a better learning experience?
Each set of individuals comes at learning from a different perspective when you look at it closely. One group has not entered the workforce and experienced a lot of what we are trying to teach them. This creates an environment where the students cannot compare what is “right” or “wrong”, making it new and often hard to grasp in a perspective of “been there done that”. The mature students, on the other hand, come to us to learn skills that they feel will make them grow in their role. They have experienced, seen, and tried some of what they are learning just knowing that there must be some better ways to go about it.
If we start with that in mind, then yes, we can see ways where learning can be wasted. Faculty needs to be aware of some common scenarios that can show waste:
Lack of Application: When learners don’t apply what they’ve learned, the knowledge remains theoretical. Practical application is crucial for retention and mastery. This is the reason why a lot of programs include experiential learning.
Rote Memorization: Focusing solely on memorization without understanding the underlying concepts can lead to wasted effort. True learning involves comprehension, not just regurgitation. An academic context often relies on this for assessment which can lead to issues.
Disengagement: If learners are disinterested or bored, they may not fully absorb the material. Active engagement and curiosity are essential. My question – how do you question or engage when you’ve never seen it before?
Irrelevant Content: When learning content isn’t relevant to a person’s goals or interests, it can feel like a waste of time. My question here – How do we know if the content is relevant when we don’t understand the context?
Poor Teaching Methods: Ineffective teaching techniques hinder learning. Teachers play a critical role in maximizing educational outcomes.
Overemphasis on Grades: Prioritizing grades over understanding can lead to superficial learning. The goal should be deep comprehension, not just high marks. The education system is not good with this one – We value the “honour role” and those that have an above 80% mark… does that give them a better understanding? Not sure…
Cramming: Last-minute cramming often results in short-term retention but doesn’t promote long-term understanding.
Lack of Reflection: Learners who don’t reflect on their experiences miss opportunities for growth and deeper understanding. My question – reflection comes from a place of understanding, so if the context is not clear will that give anyone an edge?
If you have been following my posts in recent months you probably know by now that I tend to go to research to clarify things. While there isn’t a specific theory that directly addresses learning being wasted on young people, several educational theories shed light on learning processes and motivation. I have found these in my search:
Behaviorism: This theory emphasizes observable behaviors and reinforcement. Young learners might not fully appreciate the long-term benefits of education, but behaviorism suggests that consistent positive reinforcement can shape their learning experiences.
Cognitivism: Focused on mental processes, cognitivism highlights how learners actively process information, build mental models, and construct knowledge. Young minds may not fully grasp the significance of what they’re learning, but cognitivism underscores the importance of internal mental processes.
Constructivism: According to this theory, learners actively construct knowledge by connecting new information to their existing understanding. While young individuals may not fully appreciate the depth of their learning, constructivism encourages active engagement and personal meaning-making.
Maslow’s Hierarchy of Needs: Abraham Maslow’s theory suggests that learners prioritize basic needs (like safety and belonging) before higher-level needs (such as self-actualization). Young people may not fully appreciate learning if their basic needs aren’t met.
Gardner’s Theory of Multiple Intelligences: Howard Gardner proposed that intelligence isn’t a single entity but a combination of various abilities (e.g., logical-mathematical, interpersonal, intrapersonal). Young learners may excel in different areas, even if they don’t recognize the full value of their abilities.
Piaget’s Cognitive Developmental Theory: Jean Piaget’s stages of cognitive development highlight how children progress from concrete to abstract thinking. Young minds might not fully grasp abstract concepts, but their cognitive growth is essential for future learning.
Vygotsky’s Sociocultural Theory: Lev Vygotsky emphasized social interactions and cultural context in learning. Young learners benefit from collaborative experiences and guidance from more knowledgeable peers or adults, even if they don’t fully appreciate it at the time.
While our younger, less experienced learners may not always recognize the significance of their learning experiences, these theories emphasize the importance of context, reinforcement, and active engagement in education. It comes down to creating the foundation for them to recognize the patterns once they are in a position to use them.
We cannot possibly have everyone come into our program at the same level of experience or understanding. I do not believe that we are heading in the wrong direction, but we need to prevent learning from being wasted by considering the following strategies:
Active Engagement: Actively participate in the learning process. Ask questions, discuss concepts, and apply knowledge to real-world situations.
Set Clear Goals: Define specific learning objectives. Knowing why you’re learning something helps maintain focus and motivation.
Relate to Interests: Connect new information to your interests or passions. When content is personally relevant, it’s more likely to stick.
Practice Retrieval: Regularly recall information from memory. Testing yourself reinforces learning and improves retention. I also find that convincing them to take notes, as opposed to reading if off a monitor, increases this greatly.
Teach Others: Explaining concepts to someone else solidifies your understanding. Teaching reinforces learning.
Reflect and Review: Regularly review material and reflect on what you’ve learned. Spaced repetition enhances long-term retention.
Apply Learning: Use knowledge in practical situations. Apply it to solve problems or create something new.
Avoid Cramming: Distribute study sessions over time rather than cramming. Spacing out learning sessions improves retention.
Our goal should not be to make our two diverse groups of students come by knowledge in the same manner, but we need to remember, that learning is an ongoing process, and these strategies can help maximize value. In the end, have they learned? Have pushed the level up a notch?
I see this every time a past student contacts me to say – professor, we talked about X today at work and I remembered what you taught me, and you were right. I think that is the best that one can hope for.
About the author: Sylvie Edwards has been involved in Project Management in several industries for more than 25 years, overseeing projects in the IT, Banking, Health, Government and Securities sectors. She is a post secondary #educator assisting hundreds of potential PMP® achieve their certification, and a blogger on all things related to #projectmanagement. Sylvie is a two term past President and current member on the board of directors for the PMI-DHC (Project Management Institute- Durham Highlands Chapter). She had the honour of being named Fellow of the Project Management Association of Canada (FPMAC).
Wow. This should be required reading for every student. Brilliant stuff!