SELF REGULATED LEARNING / STUDY STRATEGIES
When I look back on my days as a high school student,
I think about how I used to learn, or at least tried to learn. Although I was
a reasonably good student, my ideas about how I could best study for my classes were ridiculous. (What about You?)
I remember sitting on my bed reading my history
textbook at night. My eyes went down each page, focusing briefly on every line,
but my mind was thousand miles away. After completing the reading assignment, I couldn’t remember a thing I had read. When I went to college, I continued to bumble along, spending much time in mindless
reading and taking notes in class that I can now make very little sense of.
It was only after a great deal of studying experience
I began to realize how important it was that I pay attention to course material with my mind as well as my eyes and that I
try to understand the things I was studying.
People’s knowledge of their own learning
and cognitive processes and their regulation of those processes to enhance learning and memory are known as metacognition. Think of metacognition as your “Coach”.
It guides your learning process. The more metacognitively sophisticated
you are, the greater your school learning is likely to be.
KNOWLEDGE AND SKILLS INCLUDE THE FOLLOWING pg 324
- Being aware of what one’s learning and memory capabilities are and of what learning
tasks can realistically be accomplished ( recognizing that it is probably not possible to learn everything in a 200 page
reading assignment in a single evening).
what learning strategies are effective (realizing that meaningful learning is more effective than rote learning for long
term retention). WHO CAN EXPLAIN THE DIFFERENCE BETWEEN THE TWO?
- Planning an approach to a learning task that is likely to be successful (finding
a quiet place to study where there will be few distractions). Where Do You Study?
- Monitoring one’s present knowledge state (knowing when information has been
successfully learned and when it has not).
LEARNING AND STUDY STRATEGIES pg 328
People do a lot of things in their “head”
to assist themselves when they want to learn and remember new material. Obviously,
some strategies are more effectively than others. (What do you Do?) Lets look
at some strategies researchers have consistently found the be valuable techniques in academic learning.
Organization… As you begin your study of information, it would be wise to group interrelated information
together as you study. Most students simply take various ideas and list then
as unrelated facts and then try to memorize every detail without considering the interrelationships inherent in a body of
One technique to organizing classroom material
effectively is to create an outline of the major topics and ideas.
A second approach is to create a graphic
representation of the information to be learned….. perhaps a map, flowchart,
or matrix. Remember visual imagery greatly aids memory.
Note Taking… In general, taking notes on
the information presented in lectures and textbooks is positively correlated with student learning. By writing information
down and looking at it on paper, students are likely to encode it both verbally and visually.
There is evidence that students remember more when they take notes EVEN if they have no opportunity to review those
Some students try to capture all of the main ideas
of a lecture, whereas other only copy the specific words the instructor emphasizes… generally terms and their definition.
Some students include details and examples in
their notes, others do not. Regardless of the technique used, the main point
is, notes, must capture a relatively complete representation of the material presented in order to be useful.
Unfortunately, many students (especially those
at junior and high school level) have difficulty understanding their own notes when they use them to review class material
at a later time.
Teachers can do some very simple things to improve
the quality and completeness of notes that their students take. Writing important
ideas on the chalkboard may be helpful: I personally like the overhead and as I have emphasized to you, much of the information
that is highlighted or bolded is important.
INFORMATION pg 334
Students are generally given more information
than they can make note of. As a result, they must determine which things are
most important for then to learn and study.
This can become a difficult task because the relative
“importance” of different information is ultimately determined by the teacher who may have a different perspective
on the material than the student.
Signals presented in a lecture that might indicate
that something is important might be italicized words, highlighted words or ideas,
or as previously mentioned, information that is written on the board.
Of course, underlying or highlighting information
in your textbook as you read is an excellent way of making note of important material.
And finally, reading the chapter summary before reading the chapter in its entirety will generally give you an idea
what the author deemed as important material. (HAVE YOU TRIED THIS?)
MONITORING pg 335
Good students… those who learn most effectively….
periodically check themselves to be sure they are actually absorbing what they are hearing in class or reading in a textbook.
Self questioning is an effective way of monitoring
you comprehension of material studied. To do this, a student might turn each
heading or subheading into a questions to be answered and then read sections of the text with the intent of finding the answer
to those questions.
People are often inaccurate and overly optimistic
judges of how much they will remember about something they have just read. Consequently,
it’s not a bad idea to read and sometimes reread a chapter to capture the important material.
Students are encouraged to summarize material
they need to learn. Rather than trying to remember an entire chapter, condensing
and integrating it, not only gives you less information to digest, but it also facilitate learning and retention.
There are many reasons why students don’t
use effective strategies to learn classroom subject matter. For example, students
may be uninformed about effective strategies or have overly simplistic beliefs about what “knowing” something
Student many times have insufficient prior knowledge
about a topic to enable meaningful learning. Perhaps the most common mistake
students make is not allowing or devoting enough time to adequately study an assignment.
You can’t begin studying for a final the night before and expect to do well.
I have witnessed many students waiting until the
day before a paper is due to begin working on the paper. No research paper can
be adequately covered with a single day of research, not to mention doing revisions and corrections.
Research indicates that training in effective
learning and study strategies can significantly enhance students’ classroom achievement.