Learning Strategies

Learning to identify the way a text is organised can support learners to understand and remember information. In this case study, I taught a group of tertiary students to top-level structure, that is, to note whether a text is organised as a description, a comparison, a problem/solution, or a cause and effect. They were supported to use this strategy in their university work. Over the course of an academic year, these students became more overtly reflective about how they read and wrote and more expressive about the nature of their own learning. The intervention led to the development of a theory about the ways in which learners adopt and adapt new strategies. This book is about metacognition, the awareness of one's own thinking and learning, and the importance of this for education.

Autorentext

A former bilingual teacher, I now lecture in teacher education at the University of Canterbury, Christchurch, New Zealand. Research interests include literacy and metacognition, practitioner research, teacher professional development, and developmental disorders. I hold a B.A. (Spanish) and M.Ed. (Univ. of Ill.) and D.Ed. (Griffith Univ., Aus.).