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Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

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Page 1: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Autonomous Learning Proficiency:

Getting students to think about their learning

Lynn Grinnell

College of Business

Page 2: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business
Page 3: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Individual activity 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

Page 4: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 1

1. On a scale of 1-5, how well do you think you concentrated on

learning the task?

Why did you give yourself that score?

2. On a scale of 1-5, how adequate was the time you allocated to

studying the material before taking an exam?

3. 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)?

Page 5: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 2

4. On a scale of 1-5, how well did you deal with distractions? 

Describe your study environment. 

5. 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

Page 6: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 36. 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?

7. 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?

8. 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?

Page 7: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 4

9. 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?

Page 8: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Levels of effort

4. Evaluation

3. Planning

2. Self-regulation

1. Monitoring

Types of activities

Concentration•Distraction resistance

•Diligence

Time•Time allocation•Scheduling

Learning effectiveness•Mastery•Test relevance

Source/degree of initiative

Receptive Reactive Proactive

3-D Hierarchy of Effort Management Study Activities

Page 9: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Examples of responses 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.

Page 10: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

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.

Page 11: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

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.

Page 12: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Examples of responses:Not all show deep reflection

3I try to stay late at work to do homework.

4To become better at articulating ideas and writing.

Page 13: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Review and Quiz

Which questions in the reflection (1-8) addressed:

Effort monitoring

Self-regulation

Planning

Effort Evaluation

Page 14: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 1: Effort Monitoring1. On a scale of 1-5, how well do you think you concentrated on

learning the task?

Why did you give yourself that score?

2. On a scale of 1-5, how adequate was the time you allocated to studying the material before taking an exam?

3. 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)?

Page 15: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 2: Self-Regulation

4. On a scale of 1-5, how well did you deal with distractions? 

Describe your study environment. 

5. 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?

Page 16: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 3: Planning6. 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?

7. 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?

8. 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?

Page 17: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reflection 4: Effort Evaluation

9. 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?

Page 18: Autonomous Learning Proficiency: Getting students to think about their learning Lynn Grinnell College of Business

Reference 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.