Abstract
Adult learning is a widespread phenomenon that encompasses learners from a variety of backgrounds. Educators of adult learners strive to implement ideas and techniques that will reach adult learners, captivate their interests, and make a positive influence on educational outcomes. In Saundra McGuire’s new book Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level, she makes the case that not only are educators challenged to teach today’s expanding educational content, but also students are striving to find ways to learn and understand what is presented to them. According to the author, the problem is that instructors focus their efforts on teaching students what to learn instead of teaching students how to learn. The aim of her book is to put forth clear, practical strategies that self-directed students can apply in a hands-on fashion to help them to process and understand their learning at a deeper level.
The book’s target audience is graduate and undergraduate students who need to improve their grades, especially those with failing scores. The author speaks to students who are assailed with feelings of self-doubt and fear, fear that they are just not smart enough. She reaches out to students with ineffective study habits, habits that may have worked for them in high school, but not at the graduate or undergraduate levels. Her book serves as a motivator and source of hope for learners who are frustrated or failing in their efforts to learn. McGuire wants students to know why their learning habits are ineffective and explains how practicing her strategies can encourage the self-direction that leads to academic success.
An important theme of the book is the fixed versus growth mind-set about intelligence. A fixed mind-set is the idea that a natural, inborn talent or ability dictates the success or failure in learning outcomes. In contrast, a growth mind-set is dependent on the behavior of the learner for its outcome. When learners invest more time and effort on their own learning and incorporate McGuire’s strategies, outcomes improve. The 10 chapters of this book offer a series of strategies that arm students with the tools to improve their learning.
Chapter 1 includes McGuire’s own story of transformation, and Chapter 2 tells readers why students do not already know how to learn in the way that is necessary for their success. Chapter 3 introduces the concept of metacognition and explains its relevance to learners. Chapter 4 explains how metacognition and Bloom’s Taxonomy combine to form a foundation for McGuire’s learning strategies. Chapter 5 provides 10 metacognitive learning strategies to help students with reading and homework; for example, reading actively and creating practice exams. Chapter 6 assures learners that intelligence is not fixed but grows through the application of her learning strategies. Chapter 9 addresses time management and offers strategies such as starting homework as soon as it is given and prioritizing time. Chapter 10 encourages students to try various strategies to discover which ones work best for them.
This is a practical, hands-on book that offers self-directed learning strategies. I recommend it for students who are self-directed, and for those who want to improve their learning strategies. This book is relevant to adult educators who are searching for ways to help struggling students, offering valuable clues that link to self-directed learning. It offers specific strategies to help students improve their learning by experiencing higher levels of understanding and application. Using the information found in this book, adult educators can help struggling students identify the difference between studying and learning.
Strategies appear to be direct, well thought out, and backed up by the science. Although self-directed learning in only mentioned once, there is a clear connection to self-directed learning. Including a discussion that focuses on how self-directed learning ties into what the author is presenting would have been helpful. McGuire’s personal story of her own learning transformation was short, and additional details of her story could be compelling in a way that encourages the readers’ own hope for academic success. Overall, this book is a valuable tool for students, and encourages self-direction. The insight from McGuire’s book is relevant for adult education because it explains learners’ struggles, and how using these strategies can lead to successful learning outcomes.