Learning to Learn: On Training Students to Learn from Texts. Technical Report No. 189.

Autor/inn/en	Brown, Ann L.; und weitere
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Learning to Learn: On Training Students to Learn from Texts. Technical Report No. 189.
Quelle	(1980), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Critical Reading; Elementary Secondary Education; Learning Processes; Learning Strategies; Learning Theories; Metacognition; Prior Learning; Reading Processes; Reading Research; Reading Skills; Rote Learning; Study Skills + Suchen Sie Ihr Suchwort? Kritisches Lesen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorkenntnisse; Leseprozess; Leseforschung; Reading skill; Lesefertigkeit; Mechanisches Lernen; Studientechnik
Abstract	Focusing on how teachers can devise instructional routines to help students learn to learn, this paper discusses mechanisms for training students to devise their own strategies for learning. Because of the dominance of deliberate memory strategies in training research, the paper begins with a brief consideration of such literature, then proceeds to discuss training aimed at bringing students to understand the significance of learning strategies, particularly in relation to school tasks such as studying texts. Reviewing studies on learning strategies, the paper points out that strategies that do not appraise the utility of their action fail to inculcate necessary student self-awareness, whereas students informed of the outcome of their action and instructed in self-corrective procedures have been much more successful at securing desirable effects of training. The paper notes that effective learning involves a tetrahedral model with four main considerations: (1) the activities engaged in by the learner; (2) characteristics of the learner, including capacity and state of prior knowledge; (3) the nature of the materials to be learned (pictures, stories, expository texts, maps); and (4) the criterial task (rote recall, gist recall, noting inconsistencies, following instructions). The paper concludes that attending to these considerations will make students more effective learners. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01