Teaching Students How to Learn: Setting the Stage for Lifelong Learning. Educational Practices Series 33

Autor/inn/en	Vosniadou, Stella; Lawson, Michael J.; Stephenson, Helen; Bodner, Erin
Institution	International Academy of Education (Belguim); International Bureau of Education (IBE) (Switzerland)
Titel	Teaching Students How to Learn: Setting the Stage for Lifelong Learning. Educational Practices Series 33
Quelle	(2021), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Lifelong Learning; Skill Development; 21st Century Skills; Academic Achievement; Learner Engagement; Independent Study; Cooperative Learning; Learning Processes; Learning Strategies; Memory; Metacognition; Student Motivation; Emotional Response; Self Management; Teacher Role; Study Skills + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Selbststudium; Kooperatives Lernen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Emotionales Verhalten; Selbstmanagement; Lehrerrolle; Studientechnik
Abstract	The purpose of this publication is to provide basic information to teachers about how to help students become independent learners. Its recommendations are based on the conceptual framework known as "self-regulated learning," or SRL. Self-regulated learners have flexible knowledge and skills that enable them to manage their cognition, motivation, and emotions in the pursuit of their learning goals. They can work independently to construct complex knowledge and know how to monitor their comprehension and to persist with difficult problems. Although students can acquire many of the capabilities of a self-regulated learner on their own from their experiences in everyday learning situations, many students do not develop these capabilities adequately. On the contrary, the strategies they use to manage their learning are ineffective and inefficient and result in learning failures. It is estimated that one of the main reasons that about 30% of the students who start their studies at US universities decide to drop out after the first year is their unpreparedness to cope with the demand for independent learning and self-reliance. In this Teaching How to Learn booklet, teachers can find information about some of the cognitive, metacognitive, emotional, and motivational capabilities that characterise self-regulated learners, and some of the actions that teachers can take to promote self-regulated learning in their students. These include giving students time to engage in constructive tasks independently or in collaboration with their peers and providing them with the knowledge and strategies that they can use to manage their learning and control their motivation and emotions while they complete these tasks successfully. (ERIC).
Anmerkungen	UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01