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ERIC Number: ED284204
Record Type: Non-Journal
Publication Date: 1987-Jan-12
Pages: 21
Abstractor: N/A
Reference Count: N/A
Learning to Learn. Newspaper in Education Supplement, The Philadelphia Inquirer, Monday, January 12, 1987.
Cummings, Alysa
Aimed at classroom teachers interested in teaching learning skills to their elementary and secondary students, this guide offers an alternative to teaching "facts" that may rapidly become outdated. The guide is based on Dr. Leslie Hart's Proster Theory, which proposes that the brain requires large amounts of input to function; that after searching this input it selects the most appropriate existing program structure or "proster" to process the information; and that when no existing proster can be found new ones are created and learning takes place. These ideas are reflected in the Learning to Learn model used in this guide, and the guide's three sections correspond to this model. They are: (1) Input, which creates awareness of a wide knowledge base for the student to draw on; (2) Processing, which teaches students to organize and draw meaning from information; and (3) Output, which teaches students methods of remembering information for testing purposes. The first section of the guide, detailing activities for input, features sensory "warm-up" exercises, problem-solving pictures and puzzles, and information seeking exercises. The second section offers processing activities, such as crossword puzzles, information organizing grids, classifying and inference exercises, and information "Mapmaking." The third section, on output, shows students how to make acronyms, provides grouping and visualizing strategies for memorization, and explains how to schedule their time. An answer key and addresses to write to for further information on learning to learn conclude the guide. (JC)
Reproducible masters of Inquirer Supplements are available from The Philadelphia Inquirer, Educational Services Dept., 400 N. Broad St., Philadelphia, PA 19101.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A