- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
-
I What We Teach and Why -
1 Why We Need a New Kind of Higher Education -
2 Practical Knowledge -
3 Foundations of the Curriculum -
4 A New Look at General Education -
5 Multimodal Communications and Effective Communication -
6 Formal Analyses and Critical Thinking -
7 Empirical Analyses and Creative Thinking -
8 Complex Systems and Effective Interaction -
9 A New Look at Majors and Concentrations -
II How We Teach -
10 Unlearning to Learn -
11 The Science of Learning: Mechanisms and Principles -
12 Fully Active Learning -
13 A New Team-Teaching Approach to Structured Learning -
14 Teaching from Lesson Plans -
15 The Active Learning Forum -
16 Building Lesson Plans for Twenty-First-Century Active Learning -
17 Assessing Student Learning -
III Creating a New Institution -
18 Building a New Brand -
19 Global Outreach: Communicating a New Vision -
20 An Admissions Process for the Twenty-First Century -
21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education -
22 Experiential Learning: The City as a Campus and Human Network -
23 A Global Community by Design -
24 Mental Health Services in a Diverse, Twenty-First-Century University -
25 The Minerva Professional Development Agency -
26 Accreditation: Official Recognition of a New Vision of Higher Education -
27 A Novel Business and Operating Model - Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
Unlearning to Learn
Unlearning to Learn
- Chapter:
- (p.139) 10 Unlearning to Learn
- Source:
- Building the Intentional University
- Author(s):
Stephen M. Kosslyn
Robin B. Goldberg
Teri Cannon
- Publisher:
- The MIT Press
We have learned many lessons in the course of implementing the Minerva curriculum and pedagogy. One of the most striking lessons is how important it is for both faculty and students to be open to unlearning many previous assumptions and habits. For example, we have identified what we call the “illusion of learning”—which occurs when faculty and students believe that the more notes students take during a lecture, the more they have learned. Yet, the evidence is clear: Lectures are not an effective way to learn, and pale in comparison to active learning. Although active learning often takes more time than lectures and requires much more intellectual engagement from both faculty and students, it provides lasting benefits. Similarly, we have discovered that active learning requires a different view of what is an appropriate goal for in-class experiences–not information transmission and memorization but rather the internalization of skills, concepts and ways to use knowledge. In this chapter, we summarize many of the assumptions and habits that both faculty and students need to unlearn in order to learn effectively at Minerva.
Keywords: Pedagogy, active learning, science of learning, student-centered learning, lectures
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- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
-
I What We Teach and Why -
1 Why We Need a New Kind of Higher Education -
2 Practical Knowledge -
3 Foundations of the Curriculum -
4 A New Look at General Education -
5 Multimodal Communications and Effective Communication -
6 Formal Analyses and Critical Thinking -
7 Empirical Analyses and Creative Thinking -
8 Complex Systems and Effective Interaction -
9 A New Look at Majors and Concentrations -
II How We Teach -
10 Unlearning to Learn -
11 The Science of Learning: Mechanisms and Principles -
12 Fully Active Learning -
13 A New Team-Teaching Approach to Structured Learning -
14 Teaching from Lesson Plans -
15 The Active Learning Forum -
16 Building Lesson Plans for Twenty-First-Century Active Learning -
17 Assessing Student Learning -
III Creating a New Institution -
18 Building a New Brand -
19 Global Outreach: Communicating a New Vision -
20 An Admissions Process for the Twenty-First Century -
21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education -
22 Experiential Learning: The City as a Campus and Human Network -
23 A Global Community by Design -
24 Mental Health Services in a Diverse, Twenty-First-Century University -
25 The Minerva Professional Development Agency -
26 Accreditation: Official Recognition of a New Vision of Higher Education -
27 A Novel Business and Operating Model - Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
