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Autonomous Learning Proficiency: Getting students to think about their learning. Lynn Grinnell College of Business. Take a moment to recall the most challenging academic task or skill you mastered. Think about how you mastered it. Example: Graduate-level statistics; writing dissertation
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Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business
Take a moment to recall the most challenging academic task or skill you mastered. Think about how you mastered it. • Example: Graduate-level statistics; writing dissertation • Take another moment to recall your most devastating academic failure. Think about how you approached learning that task or skill. • Example: Russian • Thoughtfully answer the questions on the following slides Individual activity
On a scale of 1-5, how well do you think you concentrated on learning the task? • Why did you give yourself that score? • On a scale of 1-5, how adequate was the time you allocated to studying the material before taking an exam? • On a scale of 1-5, how productive was your study time? • Where do you still lack understanding? Would you be able to recognize the theories and concepts you were trying to learn in another context (e.g., real-world situation)? Reflection 1
On a scale of 1-5, how well did you deal with distractions? • Describe your study environment. • On a scale of 1-5, how well did you estimate the amount of time required to learn the material? • How did or would you have to modify the pace or the amount of content you could cover? Note: you would probably only use one set of questions in any reflection Reflection 2
On a scale of 1-5, how well did you plan your study environment before starting to study? • How did your knowledge of yourself and the challenges of the task affect your planning? • On a scale of 1-5, how well did you plan the amount of time required to learn the material? • How did your knowledge of yourself and the challenges of the task to learn affect your planning? • On a scale of 1-5, how productive were you in planning for exams? • Knowing the pattern of prior quizzes on the topic, what did or could you do to prepare for the quiz as you read the material? Reflection 3
On a scale of 1-5, how effective were your study activities in achieving a successful outcome? • Given previous experience with studying this type of material, how did you modify your study activities in order to master the material? Reflection 4
Learning the concepts of the chapter, I'll give myself a 4, since the concepts sunk in quite well, and I was able to put in most of them to a good amount of knowledge offhand. I'd have to give myself a 2 or 3 for preparation, and study time - since I am not an active study-type of person. Rather than study, I prefer to know and practice the knowledge, rather than read over it and hope it sinks in. With this, I'm confident I could pinpoint the theories and concepts relayed within the chapter. Examples of responses
My study environment was well lit with lite music playing in the background and organized. My knowledge of myself continues to be a challenge to me despite me being a reflective person. I have noticed these exercises have become easier to me in recollecting and evaluating previous experiences. I did not find the subject matter too difficult after I put the time in. I would have to give myself a 3-4 in planning for this quiz as some things distracted me from getting it done right on time. While preparing for this quiz I could take notes as I read over the different theories and identified with them. Examples of responses
On a scale of 1-5 on how well I did dealing with distractions, (1 being the least and 5 being the most) I would give myself a 3 since I am usually somewhat easily distracted when it comes to studying and thinking through ideas. My study environment is basically my room with a bunch of things surrounding me that I like to do in my spare time for fun. So sitting in that type of environment can make me glance over at a game or a book that gets me to thinking about what might happen next, which eventually leads to me reading (not school material) or turning on the xbox. On a scale of 1-5 of how well did I estimate the time required to learn the material (1 being the least 5 being the highest) I would give myself a 4. I usually give myself the same amount of time whatever the class may be, and whatever the assignment may be. Although that doesn't always have the best outcome, it's what works for me as well as my schedule. I couldn't see getting my work done any other way. On a scale of 1-5 on how effective my study activities are (1 being the least and 5 being the most) I would give it a 2 or a 3. I'm not exactly sure how to rate this question mainly because I don't have a set way of studying. I have to look over the material first, see what is asked of me and then I go about assessing how I will tackle the assignment/project once I read it over a few times. So I don't have a set way of studying, and the way I do my work doesn't really allow for me to do it any other way. I wouldn't work as efficiently.
Which questions in the reflection (1-8) addressed: • Effort monitoring • Self-regulation • Planning • Effort Evaluation Review and Quiz
On a scale of 1-5, how well do you think you concentrated on learning the task? • Why did you give yourself that score? • On a scale of 1-5, how adequate was the time you allocated to studying the material before taking an exam? • On a scale of 1-5, how productive was your study time? • Where do you still lack understanding? Would you be able to recognize the theories and concepts you were trying to learn in another context (e.g., real-world situation)? Reflection 1: Effort Monitoring
On a scale of 1-5, how well did you deal with distractions? • Describe your study environment. • On a scale of 1-5, how well did you estimate the amount of time required to learn the material? • How did or would you have to modify the pace or the amount of content you could cover? Reflection 2: Self-Regulation
On a scale of 1-5, how well did you plan your study environment before starting to study? • How did your knowledge of yourself and the challenges of the task affect your planning? • On a scale of 1-5, how well did you plan the amount of time required to learn the material? • How did your knowledge of yourself and the challenges of the task to learn affect your planning? • On a scale of 1-5, how productive were you in planning for exams? • Knowing the pattern of prior quizzes on the topic, what did or could you do to prepare for the quiz as you read the material? Reflection 3: Planning
On a scale of 1-5, how effective were your study activities in achieving a successful outcome? • Given previous experience with studying this type of material, how did you modify your study activities in order to master the material? Reflection 4: Effort Evaluation
Thomas, J. & Rohwer, W. (1993). Proficient Autonomous Learning: Problems and prospects. In Rabinowitz, M. (ed.) Cognitive science foundations of instruction. Hillsdale, NJ: Lawrence Erlbaum Associates. Reference
