Year: 2002
Type: conference-paper
Study design: Observational Study
Abstract: Aspirations that teachers can help students find what makes them tick as learners, and that both become progressively smarter at using this knowledge underpins the Learning Made Easy (LME) System used at Ipswich Grammar School, Queensland.LME, now a model for others in Australia and the United States, is a metacognitive program.The program aims to assist students and teachers better understand and plan what is required if students are to learn effectively and to see a future for themselves as learners.This becomes the common intellectual thread to academic work across the subject areas.The intention is that students will achieve far consequences from opportunities of interacting with the curriculum.These include broad-based skills -such as confidence to handle challenge and change -as well as near ones -such as competence in tackling the tasks of being attentive, in being receptive to learning, in being systematic when selecting and processing information, and in being communicative.The intention for teachers is that they share a systematic basis when imagining what happens as their students build intellectual and operational schema about how a lesson works, and how they should work a lesson -this generalized to a school day, a semester, and a lifetime of learning.For both, it requires vision and revision, the basis of a progressive envisionment of life in and beyond compulsory schooling.This is a report on what 200 graduates from the school had to say about such intentions.
Source: Griffith Research Online
Author: Brendan John Bartlett
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1033644464