This book is about analysing, understanding and managing the way you learn. Whether you are working towards a formal qualification, are undertaking work-related training or are learning informally by yourself, Managing Your Learning will help you to assess and build on your strengths, and identify and improve your weaknesses. You can use this book by yourself or in an organised group or class. There are 25 sections, each containing: *a diagnostic questionnaire on a specific aspect of learning *key points to explore *suggestions for further action Each chapter has sections for you to make notes about your own situation, and there is advice on computers, presentations and other study skills. By the end of the book, you will have developed an individual learning profile and worked out a personal action plan.
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Yes, you can access Managing Your Learning by Geoffrey Squires in PDF and/or ePUB format, as well as other popular books in Education & Education General. We have over one million books available in our catalogue for you to explore.
Now we get into the learning process in more depth, and look at the foundations of your learning, your sense of direction, the tasks you are given, and the kinds of input and feedback you get. We also explore how well you understand what you are doing and how far it opens up new ideas and approaches for you.
Since you are about halfway through the book now, back off from it for a bit, and think about what you have read and written. And about what general changes, if any, this points towards in the way you manage your learning.
When you have finished Feedback (Section 20), go back to some of the sections in Part C where you scored +3 or more, making notes if you wish. Does anything you read there make you want to alter your responses to the questionnaire?
14 Foundations
prior learning and experience
Sixth Form
14a.
My previous studies prepared me for what I am learning now.
- ? +
14b.
I have a solid foundation for the subjects I am doing.
- ? +
14c.
There were no major gaps in what I studied before.
- ? +
14d.
My current course started in the right place for me.
- ? +
14e.
What I am learning now builds on what I learned before.
- ? +
Total
Further Education
14a.
My previous work equipped me for what I am learning now.
- ? +
14b.
I have a solid foundation for the course I am doing now.
- ? +
14c.
There were no major gaps in what I did before.
- ? +
14d.
My current course started in the right place for me.
- ? +
14e.
What I am learning now builds on what I learned before.
- ? +
Total
Higher Education
14a.
My previous studies prepared me well for my degree course.
- ? +
14b.
I have a solid foundation for my degree studies.
- ? +
14c.
There were no major gaps in my previous knowledge or skills.
- ? +
14d.
The course started in the right place for me.
- ? +
14e.
What I am learning now builds on what I learned before.
- ? +
Total
Training and Development
14a.
I was well equipped to follow this training programme.
- ? +
14b.
My prior knowledge and skills gave me a good foundation.
- ? +
14c.
The programme builds on my existing know-how.
- ? +
14d.
The programme started at the right place for me.
- ? +
14e.
What I am learning now builds on what I learned before.
- ? +
Total
Informal Learning
14a.
I was well equipped to carry out my learning project.
- ? +
14b.
I had all the necessary prior knowledge and skills.
- ? +
14c.
I knew where to begin with my project.
- ? +
14d.
There were no serious gaps in my existing knowledge and skills.
- ? +
14e.
I was able to build on what I had learned before.
- ? +
Total
FOUNDATIONS
Key Points
New learning does not always build on old learning. Sometimes we start on a new subject or topic from scratch. But most of the learning we do builds in some way on our existing knowledge and skills, and that is why it is important to ask about foundations: the basis or baseline for our learning.
The point becomes most obvious when the foundations are shaky. Sometimes we realise when we have begun a new course or programme that we are simply not properly equipped to follow it. There may be gaps in our prior learning, holes which should have been filled in and weren't. Perhaps we simply did not cover X or Y. And unfortunately the teacher or trainer assumes that we did, and we can feel a bit foolish admitting our ignorance.
Does this ring a bell? If so, when did it happen?
Before starting, teachers and trainers should discover what their students’ baseline is, and take that as their point of departure. But they often don't, either because they assume they know already, or because they feel under pressure of time and want to get on with things. And even if they do find out, it may be difficult to cater for the variety of backgrounds in a mixed group.
Surprisingly, this problem is sometimes worse in the education system than it is in training. Trainers running one-off sessions know they can't take too much for granted and so usually make an effort to find out what people know and where they are coming from, for example by brainstorming the topic or giving a diagnostic test. But teachers and lecturers can all too easily assume that the topic was covered in the previous year, because that is what the syllabus says.
The worst foundation problems usually occur when you move from one level of study to ...
