Lance King - The Art Of Learning

www.taolearn.com

TEACHING LEARNING SKILLS what are the skills?

Cognitive skills - active information processing and retrieval strategies - study skills :
Memory techniques mnemonics, multi-sensory techniques, review
Organising, transforming and summarizing information mind mapping, spider
diagrams, graphic organisers
Structural writing planners for different types of essays, scientific reports, academic
papers, research reports - organizing, writing, editing, and revising
Time management general task mapping and specific use for assignments, exam
preparation, goal setting
Note making in class notes and study notes
Idea generation, metaphorical thinking
Questioning
Calibrating own learning preferences mental representation, environmental and
experiential preferences
Affective skills - enabling the student to gain some control over mood, motivation and what
we tend to call attitude
Demonstrating persistence and perseverance
Practicing focus and concentration, overcoming distractions
Learning to reduce anxiety
Practicing delayed gratification
Managing impulsiveness and anger
Dealing with bullying
Developing resilience
Using self-motivation strategies
Metacognitive skills monitoring and reflecting on the success of the use of particular
learning strategies
Identifying learning goals
Choosing appropriate learning strategies (cognitive and affective)
Implementing chosen strategies
Gathering results in terms of both learning effectiveness and content achievement
Evaluating effectiveness of applied strategies
Continually upgrading the strategy library - reinforcing effective strategies and
modifying or deleting ineffective ones

DEVELOPING THE SELF-REGULATED LEARNER

1) Teach them the appropriate learning skills
2) Expose them to resources
3) Where necessary, facilitate their journey, pose problems, set challenges, help them to
ask the right questions and find the right answers
POSBGIL
Six principles of facilitating process oriented, skills based, guided inquiry learning:
1) focus on developing metacognitive awareness modeling, think-alouds, process
focus
2) teach the cognitive skills important for knowledge development in your field using
your content as subject matter
3) treat learning as a social phenomena observing, questioning, relating, engaging with
others collaboratively and cooperatively to achieve results
4) pay attention to the emotional aspects of learning teach affective skills fostering
resilience, perseverance, effort, intrinsic motivation, positive attribution patterns
5) Develop reflection on process and content
6) Move gradually from teacher regulation to student regulation of learning help them
to gradually acquire the competencies to regulate all asopects of their own learning:
- setting learning goals
- choosing and executing learning strategies
- diagnosing and monitoring the learning process
- self assessing
- evaluating learning results
Process Oriented Teaching
Promotes transfer of essential skills by requiring students to practice the same
learning skills in multiple contexts with a range of tasks with different teachers by
provoking mindful reflection
Facilitates independent learning, supporting students to become proficient
learners in the field concerned and preparing them for lifelong learning
Process-oriented design principles for promoting self-regulated learning in primary teacher
education - Vrieling, Bastiaens & Stijnen, International Journal of Educational Research, 49, 2010
Toward self-directed learning in secondary schools: what do teachers do? Bolhuis & Voeten,
Teaching and Teacher Education, 17 (2001)
Congruence and friction between learning and teaching Vermunt & Verloop, Learning and
Instruction 9 (1999)