But the short answer to your question on characteristics of pro-active learners can be found at http://faculty.clintoncc.suny.edu/faculty/learningstyles/proactive_style.html

As to how to encourage them to become pro-active learners, you might want to start with the basic definition of the word education. It comes from two Latin words “ex” (out of) and “ducere” (to lead). So quite literally, teachers should lead out of the students what they already have inside themselves, get the students to reflect and view what they know in a different light. This enhances their comprehension and realization of the true power of their knowledge.

In my opinion, pro-active students learn how to become their own best teachers. Teachers need to provide opportunities and demonstrate techniques to help students reach this goal.

However, don’t hand down this definition. Rather, as a model of pro-active learning, as the class to give out words or short phrases to define education based on their personal insights and experiences. Conduct this much as you would a brainstorming session by writing all responses on the board…no judgments, any words/phrases up on the board. Then get the class to cluster the words/phrases as they think they are related. And from the clustering see what definition comes up. THEN, open the dictionary, explain the origins of the word…and get the class to revisit the words/phrases and depending on the degree of match/mismatch, re-cluster the words/phrases or revise their definition. In the process, those students who are actively engaged in the exercise are probably well on their way to be pro-active learners.

If you haven’t already done so, look at http://faculty.clintoncc.suny.edu/faculty/learningstyles/learningstyles.html

To help empower the students, they need to recognize how they learn http://www.ion.illinois.edu/resources/tutorials/id/learningStyles.asp

but remind them, though they may tend to be one kind of learner, they should be aware of the other learning styles and try to enhance the “styles-less used” to better fill their tool boxes.

Do you use Learning Logs in your class? It consists of students answering three basic questions in writing. I did this each week pertaining to the assigned chapter.

1) What did I learn that was new that I didn’t know before?

The background on this is the simple idea of making an effort to learn 1 new thing from each chapter or lesson. Remember taking foreign language? Vocabulary is a big challenge….and it sounds so simple to learn 5 new words each week. But not many of us can keep up that pace. So you now advocate your students all strive to learn at least 1 new thing about statistics each week. Some of us call it pro-active learning.

2) How will I make use of it?

Now you are following idea of “Use it or lose it.” If they learn something new and never make use of it, they really won’t retain it. So now you provide them with the opportunity to reflect on what they have learned as it pertains to their daily lives.

3) What didn’t I understand about the lesson?

This is the critical question that now tells you what the students need help with BEFORE the test. So it guides your lesson planning.

These questions get students to reflect on the lesson (taking action, pro-active) as it pertains to themselves…to personalize the learning. The last question gets them to strive to understand and seek help BEFORE the test. You don’t have to link a person to the question…but read the question out to the class and see who can answer…getting the students to “teach back” to other students (getting active in class again).

Do you use SCANS (US Dept of Labor check lists of knowledge/skills employers want workers to be able to do once hired)? Visit http://www.neighborhoodlink.com/public/clubextra.html?nclubid=893282700&nid=268367529

to get a free copy of the checklists

Get students to do a self-inventory at the start of the term…and again at the end of the term. They can monitor their progress in their quest to get the knowledge and skills required on the job.

You can get them to pick a job they think they’d like to have. Have the students get the relevant job description and do a SCANS inventory of it…then compare/contrast their personal inventory to the job description inventory. Good match means job ready….poor match identifies what specific knowledge and skills they need to acquire (possible motivation for pro-action on their part).

Well, admittedly, every teacher and class is unique, and what worked so well for me for the past 17 years may not always work for anyone else…but you won’t know until you try, right?

OK, hope this helps. There’s probably more, but hopefully this gets you off to a good start. Best wishes in your endeavors.

RE:
What are the characteristics of a proactive student?
**What are the characteristics of a proactive student? How can I make my student more proactive?