Lecture 02 and Evaluative Questions
You can read the lecture and then answer a few questions at the end to test your knowledge and what you have learned. The questions are not marked.
(Vous pouvez lire le cours puis répondre à quelques questions à la fin pour tester vos connaissances et ce que vous avez appris.)
2.2. Engaging with knowledge – engaging with learning
2.2.2. Pupils’ understanding of how they are learning
Rather than constructing meaning randomly, good learners use conscious and subconscious strategies to derive meaning from text. As individuals become increasingly aware of the processes involved in understanding text, they begin to exercise a degree of control over their own learning. This metacognitive awareness and problem-solving approach should be taught to beginning and unskilled learners and reinforced during the learning experience.Early researchers and writers attempted to devise models to describe metacognitive problem solving. This metacognitive awareness and problem-solving approach should be taught to beginning and unskilled learners and reinforced during the learning experience.
Early researchers and writers attempted to devise models to describe metacognitive problem solving:
1) Cognitive mindfulness: a learner’s perception about their own cognitive resources and an evaluation of the learning task to be accomplished.
2) Self-regulatory measures (cognitive scrutinising): a person’s ability to actively regulate what they know during learning (comprehension monitoring) and when problem solving.
3) Compensatory strategies: a person’s use of fix-it strategies during the actual ‘information-in’ process.
1.1.1. Underlining and highlighting
Do you underline or highlight key phrases in textbooks? Underlining and note taking are probably two of the most commonly but ineffectively used strategies among university students. One common problem is that readers underline or highlight too much. It is far better to be selective through learning critical reading skills. In addition to being critically selective, readers actively transform the information into ‘own words’ as they underline or take notes. They do not rely on the words of the book.
Critical readers make notes about connections between what they are reading and other things they already know. They draw diagrams to illustrate relationships. Finally, they look for organisational patterns in the material and use them to guide their underlining or note taking