By Claire Ellen Weinstein, Laura M. Hume
ISBN-10: 1557984999
ISBN-13: 9781557984999
What is the distinction among learning not easy and learning shrewdpermanent? Why perform a little ''good'' scholars accomplish that poorly on homework and checks? What guide tools will motivate scholars to take a extra energetic function of their studying? Richly illustrated with artistic instructing actions and full of life vignettes, this quantity solutions these questions with an empirically-validated and classroom-tested version of strategic studying. The chapters lay out he several types of wisdom and methods helpful for lifelong studying and the cognitive approaches that underlie them. This inclusive version of studying can be utilized within the context of daily instructing with any material. this is often the eleventh e-book within the department 15 sequence, ''Psychology within the Classroom,'' that is geared toward common, center, and highschool lecturers. The target of this sequence is to inspire academics to base their day-by-day lecture room practices on sound rules derived shape the most recent academic psychology learn. The sequence hence bridges the distance among conception and perform. each one booklet is written in an obtainable, ordinary variety and includes a wide selection of easy beneficial properties, comparable to real-life case illustrations, pattern school room actions, self-study questions, and prompt readings.
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The more links (or bridges) a concept has to me and to other categories and labels that have already been established, the more likely it is to be put into long-term storage. You can use an analogy of a maze of boxes to help your students envision this concept: Each box has its own label (dog, cat, me), and there are connections between each of the boxes. Emphasize that the more connections any box has to other boxes-especially the me box-the easier it is to remember the contents of that box. ” Students could be shown how useful it is to have these flags, particularly during testtaking time.
Filing cabinets are easier to use when that information is organized in some way (like putting your notes from science class in the same drawer), and it is easier for us to get information from memory if we can “store” similar things together. Thinking about these similarities helps to make the idea of human memory more meaningful and easier to understand and remember. When we lookfor similarities between things that are alike but not exactly the same, we say we are creating analoges. We say something is similar (or analogous) to something else.
Pintrich, D. R. Brown, & C. E. ), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 257-2731, Hillsdale, NJ: Erlbaum. Understanding the Categories and Characteristics of Learning Strategies I 41 goal 3 Understanding How to Teach Learning and Study Strategies Goal 1 of this book focused on helping you to increase your knowledge base about the nature of learning and study strategies and how these strategies fit into a general model of strategic learning. Goal 2 was directed toward helping you increase your understanding of the nature and types of categories of learning and study strategies.
Study Strategies for Lifelong Learning by Claire Ellen Weinstein, Laura M. Hume
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