Learning how to learn
Learning how to learn

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Learning how to learn

3 Learning through assessment

3.1 Introduction to applying your learning

In this part of the course we invite you to apply some of the ideas we have introduced in a more structured way. One of the easiest ways to really understand learning how to learn as a process, rather than as a series of individual activities, is to apply it to a section of the course you are currently studying. Choose a section that is complete in itself - for example, a block of the course - and that leads to an assignment. We suggest that you read through the whole of this section and its associated activities, and then decide how you might apply it to your own work on your current course.

When you want to try this out for yourself, you will need to allocate some of your (study) time to completing each activity in this section. Even if you have a very tight schedule, it will be time well spent. Some students have found that working through this process affects their approach to study in a way that both enhances their performance in the short term, and has lasting effects on their learning.

One idea is to use a separate notebook (or put together a document on your computer) to record your responses to the activities. Alternatively, if you choose to include your responses in with your normal study notes, use a different coloured pen (or font if you word process your notes). This will enable you to distinguish your learning about how to learn from what you are learning while still seeing how the two interact.

If you know another student who is studying the same course, why not suggest you share your responses to the activities? You could do this by meeting (at tutorials or elsewhere), by post or phone, or by email. Finally, it is a good idea to tell your tutor that you are going to try the activities - part of learning how to learn is developing a good learning dialogue with your tutor.

As on previous pages, the activities over the following sections will include responses from both Tim and Sue. Time was working on the course, and Sue was working on the final assignment for her biology course

NB: Because of the way the responses are presented on the web, the user is presented with both in succession, rather than in a format that allows easy comparison.

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