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ERIC Number: ED306998
Record Type: Non-Journal
Publication Date: 1988-Jun
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Integration of Learning Skills into the Curriculum.
Anderson, Robert; And Others
Red Deer College's (RDC) efforts to integrate learning skills into the college curriculum are described in three papers. First, Glynis Wilson Boultbee defines learning skills (e.g., listening, viewing, reading, memorizing, asking questions, preparing for and writing exams, taking notes, researching, problem solving, and writing); attitudinal abilities (e.g., dealing with procrastination, motivation, and confidence); and metacognitive abilities (e.g., knowing one's own learning style, monitoring the effectiveness of one's study habits, and managing time). Boultbee also identifies the formats in which learning skills may be taught, including individual assistance, workshops, self-instructional materials, in-class presentations, and curricular integration; and offers a rationale for including learning skills in the curriculum. In the next paper, Robert M. Anderson and Boultbee describe RDC's 1987-88 effort to teach critical reading skills, test-taking strategies, and writing skills in addition to traditional content in a one-semester course, "Educational Foundations 201." Their discussion explains the in-class use of brainstorming, reinforcement, extension, instruction in specific learning skills, and review. In addition, Anderson and Boultbee present the results of students' evaluation of the learning skills component of the course, and offer comments on students' progress based on informal evaluations. A course description, a list of the learning skills identified by students, and a classification of study strategies are attached. Finally, Joanne Bucklee explains her role as an administrator in providing vision, solving problems, supporting the program, ensuring the provision of resources, disseminating information about the project to faculty, staff and administrators, recognizing staff involvement in the program, and providing an objective perspective. (JMC)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A