study skills
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1) The document discusses developing the key competence of learning to study, which involves acquiring knowledge and skills to organize one's own learning. 2) It describes the six steps of the learning framework - evocation, understanding meaning, reflection, and extension - to help students monitor and improve their learning. 3) Implementing tasks related to each step, like getting involved, processing information, communicating ideas, and applying knowledge, helps students develop specific skills and transform learning into authentic behaviors.
study skills
- 1. Developing Study Skills -Implementing the Modernized Curriculum Presentation prepared by Galina Chira, Master of Science in Continuing Education, Guidance and Counseling, The University of West Alabama, USA Teacher at the Lyceum of Creativity and Inventiveness “Prometeu-Prim”, superior teaching degree
- 2. „Analfabetul de mîine nu va fi cel care nu știe să scrie și să citească, dar cel care nu va învăța cum să învețe.” Alvin Toffler
- 3. Development of new technologies & Globalization determined institutions and specialists all over the world to establish the competences needed to be mastered by each citizen, in order to integrate successfully in the social life.
- 4. Competence - an integral set of KNOWLEDGE SKILLS ATTITUDES appropriately and spontaneously exercised in various situations exercised through mobilizing and reorganizing the internal and external resources exercised with the purpose to have an authentic social experience
- 5. Key Competences for Education The European Framework-November 2004 Education/schools should assure that • students have knowledge, skills, and attitudes • in eight basic domains of key- competences • through the contribution of each school subject.
- 6. School competences • refer specifically to the student’s personality • manifest themselves and are evaluated mostly while students perform some complex actions that are planned for the teaching-learning process • develop through a content-based learning and are oriented towards attaining the educational goals
- 7. Key/Transdisciplinary Competences • represent models that derive from the structure of the personality and from social experience • are referred to forming various abilities such as - knowing (a ști) - being able to do (a ști să faci) - knowing how to study (a ști să înveți) - knowing how to act (a ști să fii)
- 8. Key/Transdisciplinary Competences • Students can acquire the key competences not only during school but also throughout the whole life. • Key competences constitute the necessary base for the young people to express themselves as personalities and to succeed in the competitive environment of the nowadays labor market.
- 9. The school curriculum developed in Moldova adds to the eight key competences elaborated by the European Commission two more, so that our curriculum includes ten types of key competences. Key competences are developed across school subjects.
- 10. Cadru european de referință – Curriculumul școlar pe discipline – competențe-cheie competențe-cheie/transversale și transdisciplinare Comunicare în limba maternă Competențe de comunicare în limba maternă/ limba de stat Comunicare în limbi străine Competențe de comunicare într-o limbă străină Competențe în matematică și competențe Competențe de bază în matematică, științe și elementre de științe și tehnologie tehnologie Competențe în utilizarea noilor tehnologii Competențe digitale, în domeniul informaționale și de comunicare tehnologiilor informaționale și Competențe pentru a învăța să înveți Competențe de învă comunicaționale țare/de a învăța să înveți Competențe de relaționare interpersonală și Competențe interpersonale, civice, morale competențe civice Spirit de inițiativă și antreprenoriat Competențe antreprenoriale Sensibilizare culturală și exprimare artistică Competențe culturale și interculturale Competențe acțional-strategice Competențe de autocunoaștere și autorealizare
- 11. Learning to Study - a Basic Key Competence • Learning to integrate the basic knowledge about nature, people, and society • with the purpose of meeting the need to act • in order to improve the quality of personal and social life
- 12. Learning to Study Availability to organize your own learning both individually and in a team Abilities to efficiently organize time to solve problems to acquire, process, evaluate, and assimilate knowledge to apply the new knowledge and skills in a variety of contexts – at home, in a work environment, in education and instruction
- 13. Learning to Study Efficiently contribute to managing the personal and professional development. Means to persevere in studies, to re- organize your own learning, including effective time and information management, individually and in a team
- 14. Learning to Study Includes: understanding your own learning needs (what & why) and the process of learning (how) identifying the available opportunities overcoming obstacles in order to learn successfully accumulating, processing, and assimilating new knowledge and skills seeking counseling and orientation
- 15. Learning to Study Those who study learn to start from knowledge and life experience they already have, so that they can apply their knowledge, skills, and attitudes in a variety of contexts: at home, in a work environment, in education, and in forming their personality.
- 16. Learning to Study Motivation and self- confidence are crucial for acquiring this competence which contributes to management of personal and professional affirmation.
- 17. The competence Learning to study can be derived into specific competences such as: • the competence to identify/listen to and fulfill different tasks • the competence to plan the learning activities • the competence to solve problems • the competence of documenting oneself • the reading competence (in-depths reading) • the competence to take notes efficiently • the competence to synthesize • the monitoring and evaluation competence, etc.
- 18. Learning to Study Acquiring the above competences, as well as others, challenges the students to study and to be an active learner.
- 19. The Learning Framework EVOCATION/UNDERSTANDING MEANING/REFLECTION/EXTENTION The learning framework helps students monitor their own learning until the competence is transformed into an authentic behavior model.
- 20. The Learning Framework EVOCATION/UNDERSTANDING MEANING/REFLECTION/EXTENTION The curriculum describes six steps or six concrete tasks: • Get involved! (EVOCATION) • Inform yourself! (UNDERSTANDING MEANING) • Process the information (UNDERSTANDING MEANING) • Communicate and decide! (REFLECTION) • Express your attitude! (REFLECTION) • Act! (EXTENTION)
- 21. At the EVOCATION, level teachers have the important mission to involve students, so that they act and think. • Students’ involvement happens initially at the individual level and then in small groups. • Students base on their previous experience, plan their learning scheme and communicate with their colleagues. Thus • a favorable context for analyzing their own learning, as well as their colleagues’ learning is created • new learning tasks are identified • students develop their intrinsic motivation for learning In each lesson students get tasks for the step Involve yourself!
- 22. During the EVOCATION step students understand what their level of development is how well-informed they are in relation to the suggested task; students identify their own knowledge, skills, and attitudes in relation to the suggested topic/subject/task This represents the initial cognitive scheme, a certain level of the competence learning to learn.
- 23. UNDERSTANDING MEANING is the level in which students deal with the new information. Transmitting and explaining the new information does not entirely insure its understanding by the students. It is important to involve students through various tasks so that they get in contact with the new information and process it. At this level students will get tasks that help them Inform themselves! (through reading, active listening, etc.) deal with Processing the information! (reproduction, translation, interpreting, applying)
- 24. REFLECTION is very important during the learning process as it is based on forming attitudes, thus contributing to behavior changes. At this level students get tasks that derive from two basic characteristics of reflection during the learning process: Continuing to stay involved through exchanging opinions; this is assured through the step Communicate and decide! Forming and expressing attitudes that facilitate restructuring the initial cognitive schemes that happen during the step Appreciate! Students are ready for new interpretations of meaning.
- 25. În order to minimize the risk of forgetting the new behaviors and so that it transforms into a competence the EXTENTION is suggested, tasks that pertain to the step Act! Students get the possibility to transfer their knowledge and to apply what is learned during classes in situations that are created in class, thus developing competences that later will transform into authentic behaviors. While planning some public actions, the lessons continue outside the school as a way to develop civic responsibility and creativity for the benefit of the community.
- 26. Applying the above methodology helps students develop their own learning style and attain a new level of achievements and new competences. The learning process is better understood, the students become partners with teachers.
- 27. WAYS OF DEVELOPING LEARNING SKILLS During class teaching During independent study and out-of- class activities
- 28. Success Strategies, USA • Active listening • Critical and creative thinking • Openness for new information • Multiple perspectives • Bloom’s taxonomy • Reducing errors • Memorizing the information and applying it • Analysing and synthesizing • Evaluation of knowledge and skills • Providing a variety of tests • Deductive and inductive argumentation • Mapping • Brainstorming
- 29. Success Strategies, USA • The role of questioning in clarifying the difficult parts • Memory and the three basic steps • Processing and storing the information • Learning styles and using them to learn • Stress and relaxation techniques • Utilizing reference materials, such as dictionaries, encyclopedia, etc. • Active listening • Note taking • Active participation • Reading for memorizing • Academic honesty, cheating • Learning to write better • Time management • Learning to express yourself • Being present in class
- 30. Learn to Study
- 31. Think Strategically About Your Learning • Find out about the teacher’s style • Build strengths across the styles • Build your learning portfolio • Improve planning
- 32. Enhance your study skills • Where to study • The right conditions • When to study • When to review • Listen to your body • What to study
- 33. Improve our memory Short term memory (fragile, limited) Long-term memory (built through association, it can fail)
- 34. How to memorize • Pay close attention • Involve yourself in your studies (Have you seen this concept before? Do you like it? Can you apply it? Are there any other ways to explain the concept?) • Create memory prompts (diagrams, charts, notes, etc.)
- 35. Taking tests Control your test anxiety Relax Look at the entire test Read the instructions twice When you get stuck, identify the problem and move on Concentrate despite distractions Ask for clarifications Learn from the test Proofread your work
- 36. Types of tests Multiple choice strategies True-false strategies Fill-in-the-blank strategies Short answer strategies Essay-question strategies Fighting cheating - why not cheat?
- 37. And much, much more …