How to: LEARNING TO BE A BETTER STUDENT.pptx

Powerpoint

1. Learning to be a Better Learner Christ Michael C. Entienza, MP, RPm

2. Topic Outline Definition of Learning Learning Process Learning Conditions Learning Techniques Metacognition

3. What is Learning? “The process of gaining knowledge and expertise” – Malcolm Knowles “Learning is the relatively permanent change in a person’s knowledge or behavior due to experience.” - Mayer “The transformative process of taking in information that—when internalized and mixed with what we have experienced—changes what we know and builds on what we do.” – Bingham and Conner

4. Learning Conditions

5. Learning Conditions

6. Learning Conditions

7. Learning Conditions

8. Learning Conditions

9. Learning Conditions

10. Learning Conditions

11. Learning Conditions

12. Learning Conditions

13. Learning Conditions

14. LEARNING TECHNIQUES

15. Learning Techniques Self Explanation Explaining how new information is related to known information, or explaining steps taken during problem solving. E.g Finding the mean Step 1 . To find the “mean” of a set numbers means I am finding the average. Step 2. The numbers I have in my number set are 8, 12, 5, 10, 13 Step 3 .  To find the mean I first need to add all of these numbers up… I got 48. Step 4 .  Then I need to divide the sum of these numbers by the count, which is how many numbers there are in this set. There are 5 numbers in the set so I will divide 48 by 5. Step 5 .  The mean is 9.6!

16. Learning Techniques Self Explanation exercise “Suppose you are on a boat in the middle of the ocean. You throw a cannon ball overboard. How long will it take to reach the bottom of the ocean?”

17. Answer Let's see. The problem is, Estimate how long it will take for a cannon ball to reach the bottom of the ocean. [restates the problem] Well, what do I need to know in order to answer this question? [begins to identify needed variabless ] Well, how heavy is the cannon ball? [asks for data; told, "22 pounds."] Okay, and what else? Oh, how deep is the ocean? I could look that up on the Web, but the depth probably varies, so how deep is the ocean where the ship is? [asks for data; told, "15,000 feet."] Okay, and so, hmm. Wait. It doesn't matter how heavy the cannon ball is, since it will sink at the same rate regardless of weight. [realizes that previously identified data is irrelevant] So then, what else do I need to know? I guess I need to know how fast a cannon ball sinks. [identifies another variable] How can I guesstimate a cannon ball's sink rate? [plans for an estimate rather than an exact number] So, 15,000 feet divided by 5 is 3000 seconds. Divide by 60 seconds in a minute and we get 50 minutes. [answer 1] That seems like a long time for so heavy an object, even given that it's sinking in salt water, which is more bouyant than fresh water. [uses face validity test] So, I'm going to say it will sink faster--twice as fast, and go 10 feet per second, giving 25 minutes as my final answer. [answer 2]

18. Learning Techniques Summarization Writing summaries (of various lengths) of to-be-learned texts e.g - The Id At the core of personality and completely unconscious is the psychical region called the id, a term derived from the impersonal pronoun meaning “the it,” or the not-yet owned component of personality. The id has no contact with reality, yet it strives constantly to reduce tension by satisfying basic desires. Because its sole function is to seek pleasure, we say that the id serves the pleasure principle. A newborn infant is the personification of an id unencumbered by restrictions of ego and superego. The infant seeks gratification of needs without regard for what is possible (that is, demands of the ego) or what is proper (that is, restraints of the superego). Instead, it sucks when the nipple is either present or absent and gains pleasure in either situation. Although the infant receives life-sustaining food only by sucking a nurturing nipple, it continues to suck because its id is not in contact with reality. The infant fails to realize that thumb-sucking behavior cannot sustain life. Because the id has no direct contact with reality, it is not altered by the passage of time or by the experiences of the person. Childhood wish impulses remain unchanged in the id for decades (Freud, 1933/1964).

19. Learning Techniques Highlighting/underlining Marking potentially important portions of to-be-learned materials while reading

20. Learning Techniques Keyword mnemonic Using keywords and mental imagery to associate verbal materials E.g S ample A llergies M edications P ast History L ast Oral Intake E vents to Present Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto M y V ery E asy M ethod: J ust S et U p N ine P lanets

21. Learning Techniques Imagery for text Attempting to form mental images of text materials while reading or listening Practice testing Self-testing or taking practice tests over to-be-learned material

22. METACOGNITION

23. Metacognition Defined as “THINKING ABOUT THINKING” (Livingston 1997, Papaleontiou-Lauca 2003) Awareness of the scope and limitations of your current knowledge and skills ( Ameican Institute for Research, 2010) Not limited to the thinking process of the individual it also includes keeping one’s emotions and motivations while Learning in check. ( Papaleontiou-Lauca 2003)

24. Skills for Exercising Metacognition Knowing your limits Modifying your approach Skimming Rehearsing