The student's role is to become an effective learner. more....
You have "learned" something when it is fully understood and successfully stored in long-term memory. more....
To be the most effective learner, you must:
- Know yourself.
Every one of us has a special skill or interest. What is important to you? What can you do better than anyone else?
- Know the process you have successfully used to learn in the past.
This activity will serve as an introduction to the way you learn.
- Know your interest in, and knowledge of, the subject you wish to learn.
No matter the subject you wish to learn, you already know SOMETHING about it. As you begin studying the subject, you will combine new information with what you already know − building new knowledge. That is a simple definition of Critical Thinking!
The better you are at applying what you know to what you WANT to know, the easier it will be for you to LEARN.
Humans always HAVE, and always WILL, learn the same way! more....
What's your MOTIVATION? more....
Learning is a continuing process consisting of four steps:
- Begin with the past −
What has been your experience with how you learn?
Do you:
- Like to read, solve problems, memorize, recite, interpret, or speak to groups?
- Know how to summarize what you have read?
- Ask questions about what you have studied?
- Have access to information from a variety of sources?
- Like to study quietly by yourself or study in groups?
- Need several short study sessions or one long one?
- What are your best study habits? How did they evolve?
- How well do you communicate what you have learned?
Identify your strengths and weaknesses. USE your strengths.
- Proceed to the present −
- How interested am I in this?
- How much time am I willing to spend learning this?
- What competes for my attention?
- Are the circumstances right for success?
- What can I control and what is outside my control?
- Can I change these conditions for success?
- Do I have a plan? Does my plan consider my past experience and learning style?
- Consider the process −
- What are the key words in this subject? Do I understand them?
- What do I already know about this subject?
- Do I know related subjects?
- What kinds of resources will help me?
- Will I only rely on one source (class material) for information?
- Will I need to look for additional resources?
- As I study, do I ask myself whether I understand?
- If I don't understand, do I ask why?
- Do I stop and summarize?
- Do I need time to think it over and return later?
- Do I need to discuss it with other "learners" in order to process the information?
- Do I need to find an authority (teacher or other expert) to discuss this with?
- Review what you have done −
- What did I do right?
- What could I do better?
- Did my plan coincide with how I work within my strengths and weaknesses?
- Did I choose the right conditions?
- Did I follow through − was I disciplined with myself?
- Did I succeed?
- Did I reward myself for my success?
Knowing something is NOT the same as knowing the name (definition) of something. To get to KNOW something takes time, real effort, and a period of assimilation and reflection.
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To put this another way, are you a Novice Learner or an Expert Learner?
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- Novices don't plan, monitor, and reflect on their learning.
- Experts set goals, identify approaches, monitor their progress on the task, revise goals where necessary, and reflect after task completion.
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- Novices don't generate a number of potential solution strategies.
- Experts generate and evaluate several potential approaches to a problem.
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- Novices engage in "knowledge telling" − just repeating what they have learned.
- Experts engage in "knowledge transformation" − demonstrating uses of what they have learned.
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- Novices are satisfied with one source of knowledge.
- Experts use many sources, comparing and combining them to construct a strong understanding of the knowledge.
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- Novices view "mistakes" as things they should have done better − then forget them.
- Experts view "mistakes" as opportunities to learn − thinking about their thinking process, looking for ways to eliminate those mistakes.
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- Novices don't transfer their understanding to other tasks.
- Experts examine new knowledge − looking for ways to transfer what they have learned to other tasks, and even to other subject areas and contexts.
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HABITS governs much of what we do and who we are. To achieve something new you will probably have to change your habits, replacing the old habits that prevent change with new habits that support the change you want to make. more....
Key Elements of Productive Cognitive Habits
Critical Thinking:
- Be accurate and seek accuracy.
- Be clear and seek clarity.
- Be open minded.
- Restrain impulsivity.
- Take a position when the information warrants it.
- Be sensitive to others' feelings and level of knowledge.
Creative Thinking:
- Engage intensely in tasks, even when answers or solutions are not immediately apparent.
- Push the limits of your knowledge and abilities.
- Trust and maintain your own standards of evaluation.
- Generate new ways to viewing a situation outside the boundaries of standard convention.
You have learned to read. How good are you at Reading-To-Learn? more....
Writing Clarifies Your Thinking! more....
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Effective learning takes TIME, planning, effort, TIME, concentration, and TIME.
USE the ideas above and you will acquire the "SKILL of LEARNING".
Your ability to learn faster than your competition
is your only sustainable competitive advantage!
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