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51 Cards in this Set
- Front
- Back
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Skill |
Reading/Listening Strategies Note Taking strategies Selecting Main Ideas Test Taking skills |
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Will |
Anxiety Motivation Attitude/setting goals |
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Self-Regulation |
Time Management Self-testing |
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Academic Environment |
The environment. The environment, teacher's expectations, available resources, textbook, test. |
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The Model of Strategic Learning |
Skill Will Self-Regulation Academic Environment |
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The 4 pillars for strategic learners |
* Know how to set goals for their learning and take responsibility for reaching those goals.
* Actively manage their own learning. They monitor their progress towards their goals, reflect about what they need to adjust in order to better reach their goals, and purposefully take action to reach their goals. * Use strategies both effectively and efficiently. This means that they use strategies that not only help them accomplish their goals, but also ones that help them optimize their use of time and resources. * Learn from their mistakes. Becoming a strategic learner is a lifelong process that requires making mistakes and learning from them. |
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Attitude |
Will |
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Reading/listening strategies |
Skill |
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Note taking strategies |
Skill |
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Information Processing |
Skill
The strategies and skills we use to make new information meaningful to us by building bridges between old and new information |
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Self-testing |
Self-Regulation |
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Systematic Approach |
* Set a goal (Challenging but realistic)
* Reflect on what you know (Know your best way to learn the material) * Brainstorm strategies (Think of all the strategies you know) * Create an action plan (Select the strategies you’ll use to accomplish goal) * Implement the plan (begin the plan) * Monitor the plan & formatively evaluate * Summatively Evaluate |
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Formatively evaluate |
Keep track of what you’re doing. If what you are doing is not working, then modify. |
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Summatively Evaluate |
Final evaluation: This is where you check and see if this would be a good way to meet goals in the future. Builds a repertoire of strategies! |
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5 types of knowledge |
* Knowledge of Self
* Knowledge of Learning Strategies * Knowledge of Subject Matter * Knowledge of Future Contexts |
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Knowledge of Self |
What subjects do I enjoy/dislike |
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Knowledge of Learning Strategies |
What you know about making new info stick! |
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Knowledge of Subject Matter |
What you know about the subject/material at hand. |
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Knowledge of Academic Environment |
What you know about teacher’s expectations. |
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Knowledge of Future Contexts |
Think about how this material will be helpful in the future. |
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Motivation |
Will |
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High self-efficacy |
* More motivation = more confidence in a situation = higher self-efficacy = more challenging goals. (Rinse & Repeat)
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Low self-efficacy |
* Less motivation = less confidence in a situation = lower self-efficacy = less challenging goals. (Rinse & Repeat)
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Blaming controllable factors (enabling): |
Your effort (e.g., "I always try my hardest.") |
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Blaming uncontrollable factors (self-sabotaging): |
* Luck (e.g., "I had a bad day.")
* Other people (e.g., teachers, advisors, friends) |
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Self sabotaging vs. enabling |
"I'm no good anyways, I'm just going to fail" vs. "I didn't do good, but I'll work harder (w/ specific & measurable) |
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Three sources that influence self-efficacy |
1. Past experiences and failures |
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factors that self-efficacy influences |
1. Choice of activity |
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internal vs. external attributions |
Internal = YOU External = NOT YOU |
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controllable vs. uncontrollable attributions. |
Controllable = YOU can change it Uncontrollable = you cannot change it, out of your power. |
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internal vs. external motivation |
* External: I want to go to college so my parents will buy me a car.
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Discuss and give examples of the three types of achievement goal orientations. |
Mastery = wanting to learn! Performance approach = Intelligence is predetermined, try to impress everyone. They think they’re smart. (Without much effort) Performance-Avoidance = Afraid of failure so they avoid stuff. They think they’re dumb. (put little effort because they expect failure) |
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Discuss and give examples of the three categories of knowledge acquisition strategies. Be able to determine which category of strategies is best suited for a given situation. |
Rehersal Elaboration Organization |
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Rehersal |
* SHORT TERM!!!
* Using note cards * Copying material * Repeating key terms aloud * Using mnemonic (or artificial memory) devices |
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Elaboration |
* LONG TERM!!!
* Teaching someone else the material * Applying knowledge in new situations * Creating and answering questions about the material * Creating analogies * Paraphrasing/Summarizing * Forming mental images for associations you generate |
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Organization |
* Classifying or categorizing the material
* Diagramming and outlining the information * Identifying hierarchical relationships within the material |
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Explain the difference between fluency and flexibility in terms of knowledge acquisition strategies. How is being fluent and flexible important for strategic learning? |
Fluency = How many you know (just amount). Flexibility = How many DIFFERENT TYPES of strategies you know. |
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Discuss the difference between "working hard" and "working smart.” How do these terms relate to strategic learning? |
Working hard: Means putting in sheer quantity of effort. Working smart: Refers to the quality of effort you put forth. |
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comprehension monitoring process loop (Under self testing) |
Exercise control Set goals Develop awareness Reflect |
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Exercise control |
What strategies can I use. |
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Set Goals |
When & how will I check my understanding? |
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Develop awareness |
What do/don't I understand and why? |
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Reflect |
What am I doing that is/isn't working? |
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Discuss what is meant by the term "triggering event" in relation to comprehension monitoring. |
A triggering event is a red flag that tells you: "I'm not understanding!" This is your cue to stop and develop further awareness about the warning sign. A triggering event indicates that you must do something; it will not go away simply because you ignore the problem. |
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Explain the difference between unfamiliar information and unconfirmed expectations |
Unfamiliar information * an unfamiliar idea or a new principle.* Unconfirmed expectations * we are surprised by the explanation or did not expect it to work that way. * the information contradicts what we already know or what we think we know. |
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List and define the strategies used for dealing with unfamiliar information and unconfirmed expectations. |
... |
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Dealing with Unfamiliar information |
* Go to an expert source (e.g., a dictionary)
* Form a tentative (temporary) hypothesis regarding the meaning * Adjust your reading speed * Reread the previous context * Re-read the current sentence * Usually not a good idea, or just good to do temporarily. |
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Dealing with Unconfirmed expectations |
* Check for internal consistency
* Ex: Professor is talking about france. Compare that to what you know about france since you’ve been there, * Example: Compare diagram to text. Or compare what prof say with notes of what he previously said. |
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Name and discuss the 8 steps of the Systematic Approach to Learning. |
* Set a goal (Challenging but realistic)
* Reflect on what you know (Know your best way to learn the material) * Brainstorm strategies (Think of all the strategies you know) * Create an action plan (Select the strategies you’ll use to accomplish goal) * Implement the plan (begin the plan) * Monitor the plan & formatively evaluate * Summatively Evaluate |
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Formatively evaluate: |
Keep track of what you’re doing. If what you are doing is not working, then modify. |
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Summatively Evaluate: |
This is where you check and see if this would be a good way to meet goals in the future. Builds a repertoire of strategies! |
