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ERIC Number: ED352988
Record Type: Non-Journal
Publication Date: 1990-Jun
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-921759-28-2
ISSN: N/A
Independent Learning Skills. Volume 1: Scope and Sequence. Revised Edition.
Winnipeg School Div. Number 1, Manitoba (Canada).
This guide was developed to assist teachers and media staff in Winnipeg, Manitoba to work together to plan programs that help students develop independent, resource-based learning skills. The first section of the guide describes how library research projects can be used to teach independent learning skills. The guide discusses opportunities for promoting active student involvement in research projects; developing higher level thinking skills; using group discussion skills in problem-solving; and evaluating projects. The second section is a skills checklist designed to aid in lesson planning. The checklist breaks resource-based learning skills down into four categories: (1) locational skills--physically finding resources and the information in those resources; (2) analytical skills--analyzing the topic to be researched, developing a research plan, analyzing resources for their appropriateness, and analyzing the value of information in relation to topic and purpose; (3) comprehension skills--understanding the information, considering the information in relation to the topic, extracting pertinent information, organizing information, seeing relationships, making inferences, and drawing conclusions; and (4) recording, reporting, and demonstration skills--used to share information with others. The checklist is designed for use by teachers to decide which specific skills in the four areas should be introduced, reinforced, or extended at a given time in the process of leading students into the research process. (Contains 4 references.) (KRN)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Media Staff; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Winnipeg School Div. Number 1, Manitoba (Canada).