Page 290 - Learning to Learn

READING EXPERIENCE 10: READING FOR LEARNING
290 L EARNING TO LEARN: BECOMING A SELF-GROWER
Reading and the Levels of Learner Knowledge
Jennifer’s instructor was happy to follow up with her about the article and Jennifer’s application of the
Reading Methodology. Here’s what Dr. Anders had to say:
The important performance in reading is to produce
learning at the level of the performance criteria that you set.
The critical step in theReadingMethodology is theproduction
of inquiry questions. The ability to ask these inquiry questions
is the ability to determine what is important in the reading.
To help you to start understanding how to ask these inquiry
questions, I’ve put together examples of reading quiz
questions at each level of learning.
Reading Quiz for Problem-Based Learning
Level 1—Informational Knowledge
Question What role does the faculty member play in problem-based learning?
Answer He or she is a facilitator of learning
Question How do the students work together in PBL?
Answer Cooperatively
Level 2—Comprehension, Understanding, and Meaning
Question What was the driving motivation for creating problem-based learning and how does PBL
“solve the problem?”
Answer In medicine, a diagnosis (the diagnostic procedure) can lead to the recognition of unique
characteristics (i.e., things that may not have been seen before). Thus, in order to develop
the most effective solution to a diagnosed medical problem, new learning will probably
need to be done. In traditional medical educational practice, doctors-in-training are taught
to use only the knowledge they currently have. By constantly looking for new knowledge
to solve a problem, this behavior becomes consistent in life-long learning.
Question What are the dynamics that produce an effective problem-based learning environment and
how do they support each other?
Answer Learners and teachers create a learning community with shared commitment towards
everyone’s success, so risk-taking is encouraged and learners have the opportunity to fail
without punishment. High expectations are set with clear performance criteria, appropriate
levels of challenges, lots of self-assessment, and documentation of accomplishments
leading to greater challenges. Through cooperative learning, mentoring, critical thinking,
preparation, a high level of engagement, and self-assessment, each learner can grow
through failures leading to improved future learning performance.