ERIC Number: ED261617
Record Type: RIE
Publication Date: 1985-Apr
Teaching Academic Learning Skills in College Learning Improvement Programs.
Sherman, Thomas M.
The use of thought modeling as an effective technique for teaching academic learning skills is examined. Based on decision theory, it is proposed that learning is improved when the student makes active decisions about learning actions or skills. Control over learning is dependent upon the quality of decisions about matching learning resources and task demands. An adequate learning skills repertoire allows learners to respond differentially to changes in external variables. A variety of learning skills appears essential. For example, in learning information, students should have several skills to organize, recall, review, and acquire information. A good skills repertoire also includes both content experience and task experience as well as sensitivity to how well the skills are being used. Cognitive or thought modeling appears to provide a good method to help students know how and when to use a skill, and how to monitor its success. Seven steps proposed by Cormier and Cormier to demonstrate and teach new thinking patterns are: a verbal set about the procedure, a cognitive model of the task and of self-verbalizations, overt external guidance, overt self-guidance, faded overt guidance, covert self-guidance, and homework. Survey skills are used as an example of the use of thought modeling. (SW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).