ACTIVIDAD #3
Taller de Inglés SEMESTRE 6
PROFESOR: José de Jesus Ponce Virgen.
“SELF LEARNING”
Escribe a “mano” la traducción al español del siguiente texto de Internet y contesta las
siguientes preguntas:
1.- De qué otra manera se le llama al autoaprendizaje?
2.- cuáles son los 4 pasos a seguir para un auto aprendizaje?
3.- Qué habilidades y actitudes debe tener el estudiante para tener éxito?
4.- Qué señales de buena disposición debe tener el alumno para el autoaprwndizaje?
5.- Menciona 4 convenios de aprendizaje importantes para un claro entendimiento de las
metas.
6.- Menciona las 3 propuestas que los alumnos deben de entender para estudiar.
7.- Qué se necesita para que los estudiantes sean exitosos en el auto aprendizaje?
Por ultimo envía una foto de tu trabajo a mi correo [email protected], antes del 7
de mayo.
SI TIENES ALGUNA DUDA PUEDES MANDARME UN WHATSUP AL 3312886575.
SALUDOS!!!
Self-Directed Learning:
Learning independently can be challenging, even for the brightest and most motivated students.
As a means of better understanding the processes involved in this mode of study, this Teaching
Tip outlines key components of four key stages to independent learning, known as self-directed
learning: being ready to learn, setting learning goals, engaging in the learning process, and
evaluating learning.
Step 1: Assess readiness to learn
Students need various skills and attitudes towards learning for successful independent study.
This step involves students conducting a self-evaluation of their current situation, study habits,
family situation, and support network both at school and at home and also involves evaluating
past experiences with independent learning. For a detailed Learning Skills Assessment Tool,
read our Readiness to Learn Teaching Tip. Signs of readiness for self-directed learning include
being autonomous, organised, self-disciplined, able to communicate effectively, and able to
accept constructive feedback and engage in self-evaluation and self-reflection.
Step 2: Set learning goals
Communication of learning goals between a student and the advising instructor is critical. We've
developed a set of questions for students to consider as they map out their learning
goals: our Unit Planning Decision Guide). Also critical in developing a clear understanding of
learning goals between students and instructors are learning contracts. Learning contracts
generally include:
• Goals for the unit of study
• Structure and sequence of activities
• Timeline for completion of activities
• Details about resource materials for each goal
• Details about grading procedures
• Feedback and evaluation as each goal is completed
• Meeting plan with the advising instructor
• Agreement of unit policies, such as a policy on late assignments
Once created, contracts should be assessed by the advising faculty member and questions about
feasibility should be raised (e.g., What could go wrong? Is there too much or too little work? Is
the timeline and evaluation reasonable?).
Step 3: Engage in the learning process
Students need to understand themselves as learners in order to understand their needs as self-
directed learning students — referring students to our resource on learning preferences may be
helpful. Students should also consider answering the following questions:
• What are my needs re: instructional methods?
• Who was my favourite teacher? Why?
• What did they do that was different from other teachers? Students should reflect
on these questions throughout their program and substitute “teacher” with
“advising instructor”
Students also need to understand their approach to studying:
• A deep approach to studying involves transformation and is ideal for self-directed
learning. This approach is about understanding ideas for yourself,
applying knowledge to new situations and using novel examples to explain a
concept, and learning more than is required for unit completion.
• A surface approach involves reproduction: coping with unit requirements, learning
only what is required to complete a unit in good standing, and tending to
regurgitate examples and explanations used in readings.
• A strategic approach involves organization: achieving the highest possible
grades, learning what is required to pass exams, memorizing facts, and spending
time practicing from past exams.
Earlier academic work may have encouraged a surface or strategic approach to studying. These
approaches will not be sufficient (or even appropriate) for successful independent study.
Independent study requires a deep approach to studying, in which students must understand
ideas and be able to apply knowledge to new situations. Students need to generate their own
connections and be their own motivators.
Step 4: Evaluate learning
For students to be successful in self-directed learning, they must be able to engage in self-
reflection and self-evaluation of their learning goals and progress in a unit of study. To support
this self-evaluation process, they should:
• regularly consult with the advising instructor,
• seek feedback, and
• engage in reflection of their achievements, which involves asking:
o How do I know I’ve learned?
o Am I flexible in adapting and applying knowledge?
o Do I have confidence in explaining material?
o When do I know I’ve learned enough?
o When is it time for self-reflection and when is it time for consultation with
the advising faculty member?
Responsibilities in the four-step process
Successful independent study requires certain responsibilities or roles of both students and
advising faculty members. The following is a brief list of the more important roles. It is useful
for both students and advising faculty members to periodically review this list and communicate
as to whether each feels the other is fulfilling their share of the responsibility.
