Planet

ISSN: 1473-1835 (Print) 1758-3608 (Online) Journal homepage: https://www.tandfonline.com/loi/rhep12

‘I hear and I forget, I see and I remember, I do

and I understand’ - putting learning models into
practice

Benjamin Horton

To cite this article: Benjamin Horton (2001) ‘I hear and I forget, I see and I remember, I do
and I understand’ - putting learning models into practice, Planet, 3:1, 12-14, DOI: 10.11120/
plan.2001.00030012

To link to this article: https://doi.org/10.11120/plan.2001.00030012

Copyright © 2006 Taylor & Francis

Published online: 15 Dec 2015.

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I s s u e T W O J u n e 2 0 0 1

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Overall, the teaching model presented here facilitates the use of

statistics to solve practical problems. The use of data generated by ‘I hear and I forget, I see and
students, avoidance of initial mechanistic theory and opportunities
for students to discuss the work (tutorials/seminars) prevent them
I remember, I do and I
from ‘switching off ’. We are developing the strands throughout their understand’ - putting
degree programmes to ensure students acquire knowledge of the
statistical engine as appropriate to individual needs. Second-year
learning models into practice
students attend residential field courses and so far, with experience
of the previous exercises from which the present unit has been Benjamin Horton - University of Durham
developed, they have managed to work increasingly autonomously Learning is a natural human process and numerous models have been
(with the appropriate resources) on group projects that incorporate put forward to explain this process, or the ways that people acquire skills.
statistical analyses. These models can be categorised into two main schools of thought;
behaviourist and cognitive. The aim of this study was to apply a combined
This suggests that many first-year students are developing levels of ‘wanting, needing, doing, feedback and digesting’ model of learning to
confidence and competence in their numerical skills on which they evaluate a new first year undergraduate module taught in the Department
build successfully in later stages of the course. of Geography at the University of Durham. The study illustrates five basic
elements to learning and presents evidence to show how problems
associated with the learning experience may be improved.
Mark Langan
[email protected] Introduction
Philip Wheater The behaviourist school of learning believes that learning happens
[email protected] through stimulus, response and reward. The stimulus is the input and
Peter Dunleavy the learned behaviours are the outputs (Race and Brown, 1998).
[email protected] Behaviourists also consider repeated practice and the use of rewards
to help appropriate responses to be important (Skinner, 1954).
Rod Allman
[email protected] On the other hand, the cognitive school of thought focuses on
Department of Environmental and Geographical Sciences perception, memory, concept formation and the ability of people to
Manchester Metropolitan University demonstrate their understanding of what they have learned by solving
problems (Race and Brown, 1998).This school has made use of clinical,
References experimental and survey-type research to develop many theories such
as the learning cycle (Kolb, 1983).
Garbutt, J. (2001). Preparing the ground for ‘A’ level statistics.
http://science.ntu.ac.uk/rsscse/Teachuse/10/teach10.html The two schools of thought referred to above formed the basis of
the ‘wanting, needing, doing, feedback and digesting’ model of learning
Hawkins, A., Jolliffe, F. and Glickman, L. (1992) Teaching statistical concepts.
(Race and Brown, 1998).
Longman, London, UK.
Wheater, C. P. and Cook, P. A. (2000) Using statistics to understand the Learning cycles
environment. Routledge, London, UK.
Race and Brown (1998) devised four questions to study how learning
actually happens. From the analysis of thousands of answers, they
identified five principal factors underpinning successful learning:
© Copyright i. Wanting to learn: requires motivation, interest and enthusiasm. It
Copyright for all published material in PLANET is held by the can be catered for by a variety of resources. For example, effective

©
LTSN National Subject Centre, unless otherwise stated. face-to-face lecturing which generates enthusiasm, carefully worded
Contributors are permitted to use their material elsewhere learning objectives in flexible learning packages or by the stimulation
without prior permission. However, the following note should provided by attractive colours and graphics in computer–based
be included: “First published in PLANET (date, issue number)”. learning packages;
Permission is required for reproduction or amendment by a ii. Needing to learn: a substitute for motivation. This requires
third party. circumstances such as necessity, survival or saving face;
The opinions expressed in this newsletter are not necessarily iii. Doing: learning is by doing through practice, trial and error;
those of the LTSN National Subject Centre for Geography, iv. Digestion: making sense of what has been learned, thereby gaining
Earth and Environmental Sciences. Whilst every effort is made ownership;
to ensure the accuracy of the content we cannot accept liability v. Feedback: is provided by a variety of means such as feedback from
for errors or omissions. tutors and trainers, or by responses to exercises.

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Race and Brown (1998) used these five factors to develop their model Results of the module evaluation show that it was moderately rated
of learning. (Figure 1). This simple model (‘Ripples on a pond’) can be overall. Indeed, the fieldtrip itself received a very satisfactory return
thought of as a series of nested learning factors. At the core is wanting/ with many students stating that it was the best feature of the module.
needing, which in turn leads to doing. Surrounding these factors is
digesting whereby learners make sense of their learning experience. The success of this can be interpreted in terms of five learning elements,
This is aided by feedback on the whole experience and on what has identified earlier as underpinning effective teaching:
been achieved. The main benefit of this model is that it removes the i. Wanting to learn: Although the module was only moderately
need to think about learning as a unidirectional sequence as the stages received by students (see later for further discussion) the seminar
may be explored in any order, for example, feedback on something series and associated residential fieldtrip were certainly delivered
may create a wanting (Race and Brown, 1998). with interest and enthusiasm.

Our overall aim was to make the students realise that the learning
experience starts from the first seminar.We tried to make the students
want to learn by emphasising what a great opportunity they had and
this infected the students and prompted many interesting open
discussions and debates regarding their forthcoming fieldtrip. The
students, whilst working in their tutorial groups, had to develop their
own physical and human geography projects under our guidance and,
therefore, the students took immediate ownership of the projects.To
aid the students we provided a resource centre, which included
relevant literature, maps, data archives etc. The students gave
presentations on the projects with students and staff peer assessing.
The associated fieldtrip to northwest Lancashire provided a major
incentive for the module. Students collected their own primary data
during the fieldtrip and this provided continued motivation for the
subsequent analysis and write-up;

ii. Needing to learn: This module had a wide range of subject areas,
teaching methods and assessment techniques. Therefore, we
realised that there were some aspects where it would be difficult
to generate in students a strong wanting to learn. To compensate,
Figure 1. Ripples on a pond (modified from Race and Brown, 1998).
during the seminar series we tried to explain to the students why
they really do need to learn. In addition, during first year tutorial
Discussion and reflection on the evidence classes we consistently gave them strong positive encouragement
and stressed the importance of this module for developing their
Geographical Knowledge is a first year Geography module taught by skills and enabling them to be successful at the University and
various members of staff from the Durham Department of Geography, beyond;
to approximately 130 first year undergraduate students. The aim of
the module is to enable students to learn and practise basic skills of iii. Doing: This module had a major project element (50% of
observation, manipulation, application and presentation of geographical summative assessment). The combination of a block of lectures
information, through group, field and laboratory work. These are (providing the background and theoretical basis) followed by
interwoven through the module, which draws on methods learned in seminars and the associated residential fieldtrip enabled students
other modules and deals with data relevant to the Human and Physical to explore ideas and concepts directly in a practical context.This
Geography modules. learning by doing continued throughout the second term as
students continued to work on their projects. By the end of term
The module runs for a full year and has a variety of teaching methods. two each group had to write a research proposal and fill in a risk
There are nine lectures which are attended by the whole year. The assessment form for their human and physical geography projects.
year is then split into three sub-plenaries. They each have a seminar The proposals included a summary of research, location for
series and an end of module conference (where project results are fieldwor k, methodology for data collection, equipment
presented) associated with a one-week residential fieldtrip in northwest requirements and comments on proposed analysis. We had to
Lancashire.The final teaching method is a self-paced learning package. approve the proposal forms and sign the risk assessments before
I have a variety of roles within this module including: a key lecturer in the students could undertake their fieldwork.
the seminar series and associated residential fieldtrip; assessment and
The project work culminated in an end of module conference where
feedback of self-paced learning packages, overseeing fieldwork reports
students presented group reports to the seminar class and fieldtrip
and seminar presentations from the end of module conference; and
leaders. The latter assessed the group repor ts and seminar
the subsequent revision of the module following evaluation from fellow
presentations. Further learning by doing was provided by a series of
members of staff and students.

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assessment projects, which were set during the module. These were more time for the summative projects and the computer test, both
based upon lecture material and supported by tutorial classes; now due in term two. There will also be an introductory or lecture
and one less seminar. The formative projects will be shortened and
iv. Digestion:The bulk of the background and conceptual material of feedback will be timelier with the emphasis on enhanced learning.
this module was delivered in term one. Therefore the students Although the Durham module has overall received a somewhat mixed
had ample time to reflect and digest whilst attending the seminars response from students, we believe the changes to be made will deal
and ‘token supervision meetings’ (see below) in term two and with the difficulties which have arisen in some parts of the modules
during the week long fieldtrip. Construction of the research delivery. Above all, we believe that there is real value in applying the
proposals and group reports forced students to digest material Race and Brown learning model both to help design learning
and present it to others; experiences and evaluate their success.
v. Feedback: Feedback was a very important part of the Geographical
Knowledge module particularly during the seminar series and References
fieldtrip. The seminar series enabled students to have immediate Kolb, D. A. (1984) Experimental Learning: Experience as a source of
and available feedback on design and implementation of fieldwork. learning and development. Prentice Hall, London.
In addition, feedback was provided during “token supervision” meetings. Race, P. and Brown, S. (1998) The Lecturer’s Toolkit. Kogan Page, London.
Each project group was allowed two 20-minute meetings with a
member of staff. This meant staff time was safeguarded and students Skinner, B. F. (1954). The science of learning and the art of teaching.
reflected and digested their results before approaching staff. The aim Harvard Educational Review, 24: 88-97.
of the seminar series and the ‘token supervision’ meeting was to
Benjamin Horton
promote deep, active and reflective learning, and provide constructive
Department of Geography
feedback regarding the research design of their human and physical
University of Durham
geography projects, the end of which was the submission of a research
[email protected].
proposal. Students worked on their physical and human geography
projects during the week-long fieldtrip and staff mainly acted as advisors
although they were readily available to give constructive feedback.
Finally, fellow students, lecturing staff and external ‘guests’ provided
feedback at the end of the module conference.
The Geologist’s
Summary
Directory 2000
The Geographical Knowledge module, especially the seminar series, (10th edition)
associated residential fieldtrip and end of module conference, paid
The Leading Guide to Geoscience
attention to all stages in the learning cycle. However, the lecture series, in the UK and Ireland
formative assessment, and the summative self-paced report had serious
Incorporating the Register of
problems and this affected the wanting side of the module. Students Consulting Chartered Geologists
commented on the inadequate coherence of progression, poor clarity
of teaching, limited library support, poor communication between • ISBN: Since it was first published in 1980,
staff and students, excessive time demands of the assignments and 1-86239-068-1 The Geologist’s Directory has been
recognised as the most comprehensive,
the poor feedback from formative coursework. These influences are • Easier to use
authoritative and useful reference
reflected in the summaries of module questionnaires.To address these • More relevant
guide of its kind available to the
problems during the academic year meetings were held between information
earth scientist. It’s the perfect
teaching staff and students. An immediate outcome was the • Published source for individuals working
annually right across this important field
development of an email list of all staff and students, which was used
every Monday during term time.These emails include information on • List price: to gain access to reliable and
£79/US$132 up-to-date information.
all aspects of the module including, lecture schedule, fieldwork and
assessments. A Who’s Who of Chartered Geologists, both UK and overseas •
Consultants • Contractors • Specialist Services • Plant and Equipment •
Products and Materials • Manufacturers • Distributors • Associations,
At the end of the academic year, teaching staff from the module held
Societies and Institutions • Geology in Education •
a meeting to digest feedback from students and fellow members of Government Bodies • The Geological Society • Brand and Trade Names
staff. Topics discussed included summary of module content, tutors
Order your copy from:
reports, student comments, feedback from demonstrators, formative
Geological Society Publishing House
assessment (amount and feedback) and summative assessment. We
Unit 7 Brassmill Enterprise Centre, Brassmill Lane,
subsequently revised the module by returning to the ‘wanting, needing, Bath BA1 3JN, UK
doing, feedback and digesting’ model of learning.To improve the module Tel: +44 (0)1225 445046 Fax: +44 (0)1225 442836
structure and sense of progression there will in future be a clearer Email: [email protected]
Online bookshop: http://bookshop.geolsoc.org.uk
separation of terms one and two, with more lectures in term one but

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