Study Strategies for Life-long Learning
Published on 1. January 1998
Book
Paperback/Softback
108 pages
978-1-55798-499-9 (ISBN)
Description
What's the difference between studying hard and studying well? Why do some "good" students do so poorly on homework and tests? What instruction methods will encourage students to take a more active role in their learning? Illustrated with teaching strategies and vignettes, this volume answers those questions with an empirically validated and classroom tested model of strategic learning. The chapters lay out the various kinds of knowledge and strategies necessary for lifelong learning and the cognitive processes that underlie them. This inclusive model of learning can be used in the context of everyday teaching with any subject matter. This book is part of the "Psychology in the Classroom" book series, which is geared toward elementary, middle and high school teachers. The goal of this series is to encourage teachers to base their daily classroom practices on sound principles derived from the latest educational psychology research. Each book is written in an accessible, straight forward style and contains a wide range of user-friendly features, such as real-life case illustrations, sample classroom activities, self-study questions and suggested readings.
More details
Series
Language
English
Place of publication
Washington DC
United States
Target group
College/higher education
Professional and scholarly
Illustrations
forms
Dimensions
Height: 230 mm
ISBN-13
978-1-55798-499-9 (9781557984999)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Student Example - Juliet; Student Example - Ramon; Overview of the Book; Statement of Rationale and Goals; Rationale; Goals; Defining Strategic Learning; What is a Strategic Learner?; The Skill Domain; Strategy Knowledge; Self-Knowledge; Task Knowledge; Content Knowledge; Context Knowledge; Suggested Reading; Understanding the Three Categories and Important Characteristics of Learning Strategies; Knowledge About Learning Strategies; Rehearsal Strategies for Basic Learning Tasks; Rehearsal Strategies for Complex Learning Tasks; Elaboration Strategies for Basic Learning Tasks; Elaboration Strategies for Complex Learning Tasks; Organizational Strategies for Basic Learning Tasks; Organizational Strategies for Complex Learning Tasks; Declarative, Procedural and Conditional Knowledge About Strategies; Understanding How to Teach Learning and Study Strategies; Three Categories of Teaching Methods; Helping Students Approach Learning Systematically; Facilitating Student Awareness of the Five Types of Knowledge; Helping Students Develop a Repertoire of Strategies; Assessing Students Learning Strategies; Strategic Planning - a Project to Facilitate Systematic Strategy Use; Checking Back with Juliet and Ramon; Final Review.