Page 5 - Learning to Learn

LEARNING TO LEARN: BECOMING A SELF -GROWER 5
EXPERIENCE 1: PERFORMING L IKE A STAR READING
The Performance Model
For a moment, think of all the things you know how to do well.
Now, think about how you went from being a beginner to an
accomplished performer in these areas. You integrated skills and
knowledge to produce a valuable result. For example, if you have
been asked to design a logo for the student newspaper, you will
integrate multiple factors to perform well as an artist, even if you
are not aware of them.
Agroup of educators from all over the country has outlined the factors that make up a theory of performance.
This Performance Model consists of: identity, skills, knowledge, context, personal factors, and fixed
factors. You have some control over all of these, with the exception of fixed factors. Your development
and growth in the five remaining areas will continue throughout your life. Knowing that you have this
control should give you a great deal of confidence to learn new things in college and in life. To continue
our trip metaphor, you are in the driver’s seat.
Identity
As individuals mature in a discipline, they take on the shared identity of the professional
community while elevating their own uniqueness. For a learner to perform well, he or she
must have a strong identity as a member of a learning community. A student demonstrates
identity as a learner when engaging in learning activities, such as attending classes and
studying. A student who is majoring in psychology begins to demonstrate identity within
that field by using the terminology of psychology.
Skills
Skills describe specific actions that are used by individuals, groups, or organizations in
multiple types of performances. Within education, the focus is on those skills that are
transferable across contexts and allow individuals to improve their mastery of subject
matter. These are known as learning skills. Learners who perform well work to increase
their mastery of learning skills.
Knowledge
Knowledge involves facts, information, concepts, theories, or principles acquired by a
person or group through experience or education. You are learning about the Performance
Model right now and are adding to your knowledge with every word you read.
Context
This component includes variables associated with the situation in which the individual
or organization performs. Each time you perform as a learner, you do so within a specific
context, which includes a number of variables. For example, your performance in this
course has as its context the way you meet (in a classroom? online?), how often you
meet as a class, the length of the term (a full semester? an intensive summer course?),
and so on.
Personal
Factors
This component includes variables associated with the personal situation of an individual.
Your performance as a student depends a great deal upon your personal factors and
your life situation. To use a simple example, how well are you able to study if you’re tired
because you worked late last night? Personal factors can present a significant challenge
to performing well.
Fixed
Factors
This component includes variables unique to an individual that cannot be altered. This
is the only aspect of performance that cannot be altered and includes items such as the
first language you learned, color-blindness, etc. While your performance as a learner
is certainly affected by fixed factors. Assuming that your performance is constrained by
these factors is a mistake.