Learning To Learn: Western Perspectives.Report as inadecuate




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Building awareness of the self as learner is central to learning. Reflecting on past experiences helps individuals elucidate undetected characteristics of themselves as learners. Active learners are more likely to experiment with new learning strategies and take risks. Because of their inquiring dispositions, they self-monitor and self-evaluate their progress. People increase their efficiency and effectiveness as learners when they can apply a full array of learning skills, strategies, and tools. Learners need to be adaptive to diverse learning contexts. Learning to learn entails recognizing the causes and effects of peak learning, as well as developing coping strategies for mental blocks, blindspots, and other barriers. People learn how to learn as they gain understanding, exert control over their learning, and cultivate their learning competencies. Learning dilemmas call for a self-monitoring process that allows people to make informed judgments about the best strategies for specific learning situations. Building competence as a learner requires alertness to the processes of learning. Individuals can keep tabs of the processes by self-questioning, monitoring, and regulating their learning. Facilitating learning to learn includes helping people become aware of their habits as learners. Supportive learning environments should contain structured activities that provide insight about the processes of learning to both the learner and the facilitator. (Contains 16 references.) (YLB)

Descriptors: Adult Education, Adult Learning, Adult Students, Cognitive Style, Independent Study, Instructional Design, Learning Motivation, Learning Strategies, Metacognition, Self Evaluation (Individuals)











Author: Roth, Gene L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11221&id=ED401408



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