Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.
The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities - about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about...
Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their developme...
Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.
The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities - about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about...
Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their developme...
