1. Developing Study Skills
-Implementing the
Modernized Curriculum
Presentation prepared by Galina Chira,
Master of Science in Continuing Education, Guidance and
Counseling, The University of West Alabama, USA
Teacher at the Lyceum of Creativity and Inventiveness
“Prometeu-Prim”, superior teaching degree
2. „Analfabetul de mîine nu
va fi cel care nu știe să
scrie și să citească, dar
cel care nu va învăța cum
să învețe.”
Alvin Toffler
3. Development of new technologies
& Globalization
determined institutions and
specialists all over the world to
establish the competences
needed to be mastered by each
citizen, in order to integrate
successfully in the social life.
4. Competence - an integral set of
KNOWLEDGE
SKILLS
ATTITUDES
appropriately and spontaneously exercised in
various situations
exercised through mobilizing and reorganizing
the internal and external resources
exercised with the purpose to have an
authentic social experience
5. Key Competences for Education
The European Framework-November 2004
Education/schools should assure that
• students have knowledge, skills, and
attitudes
• in eight basic domains of key-
competences
• through the contribution of each school
subject.
6. School competences
• refer specifically to the student’s
personality
• manifest themselves and are
evaluated mostly while students
perform some complex actions that
are planned for the teaching-learning
process
• develop through a content-based
learning and are oriented towards
attaining the educational goals
7. Key/Transdisciplinary
Competences
• represent models that derive from the
structure of the personality and from social
experience
• are referred to forming various abilities such
as
- knowing (a ști)
- being able to do (a ști să faci)
- knowing how to study (a ști să înveți)
- knowing how to act (a ști să fii)
8. Key/Transdisciplinary
Competences
• Students can acquire the key competences
not only during school but also throughout
the whole life.
• Key competences constitute the necessary
base for the young people to express
themselves as personalities and to succeed in
the competitive environment of the nowadays
labor market.
9. The school curriculum developed in
Moldova adds to the eight key
competences elaborated by the
European Commission two more, so
that our curriculum includes ten
types of key competences.
Key competences are developed
across school subjects.
10. Cadru european de referință – Curriculumul școlar pe discipline –
competențe-cheie competențe-cheie/transversale și
transdisciplinare
Comunicare în limba maternă Competențe de comunicare în limba maternă/
limba de stat
Comunicare în limbi străine Competențe de comunicare într-o limbă
străină
Competențe în matematică și competențe Competențe de bază în matematică, științe și
elementre de științe și tehnologie tehnologie
Competențe în utilizarea noilor tehnologii Competențe digitale, în domeniul
informaționale și de comunicare tehnologiilor informaționale și
Competențe pentru a învăța să înveți Competențe de învă
comunicaționale țare/de a învăța să înveți
Competențe de relaționare interpersonală și Competențe interpersonale, civice, morale
competențe civice
Spirit de inițiativă și antreprenoriat Competențe antreprenoriale
Sensibilizare culturală și exprimare artistică Competențe culturale și interculturale
Competențe acțional-strategice
Competențe de autocunoaștere și
autorealizare
11. Learning to Study -
a Basic Key Competence
• Learning to integrate the basic
knowledge about nature, people, and
society
• with the purpose of meeting the need
to act
• in order to improve the quality of
personal and social life
12. Learning to Study
Availability
to organize your own learning both individually and in a
team
Abilities
to efficiently organize time
to solve problems
to acquire, process, evaluate, and assimilate
knowledge
to apply the new knowledge and skills in a variety of
contexts – at home, in a work environment, in
education and instruction
13. Learning to Study
Efficiently contribute to managing
the personal and professional
development.
Means to persevere in studies, to re-
organize your own learning,
including effective time and
information management,
individually and in a team
14. Learning to Study
Includes:
understanding your own learning needs
(what & why) and the process of
learning (how)
identifying the available opportunities
overcoming obstacles in order to learn
successfully
accumulating, processing, and
assimilating new knowledge and skills
seeking counseling and orientation
15. Learning to Study
Those who study learn to start
from knowledge and life
experience they already have, so
that they can apply their
knowledge, skills, and attitudes in
a variety of contexts: at home, in
a work environment, in education,
and in forming their personality.
16. Learning to Study
Motivation and self-
confidence are crucial for
acquiring this competence
which contributes to
management of personal
and professional
affirmation.
17. The competence Learning to study can be derived into
specific competences such as:
• the competence to identify/listen to and fulfill
different tasks
• the competence to plan the learning activities
• the competence to solve problems
• the competence of documenting oneself
• the reading competence (in-depths reading)
• the competence to take notes efficiently
• the competence to synthesize
• the monitoring and evaluation competence, etc.
18. Learning to Study
Acquiring the above
competences, as well as
others, challenges the
students to study and to be an
active learner.
19. The Learning Framework
EVOCATION/UNDERSTANDING
MEANING/REFLECTION/EXTENTION
The learning framework helps
students monitor their own
learning until the competence
is transformed into an
authentic behavior model.
20. The Learning Framework
EVOCATION/UNDERSTANDING
MEANING/REFLECTION/EXTENTION
The curriculum describes six steps or six concrete
tasks:
• Get involved! (EVOCATION)
• Inform yourself! (UNDERSTANDING MEANING)
• Process the information (UNDERSTANDING
MEANING)
• Communicate and decide! (REFLECTION)
• Express your attitude! (REFLECTION)
• Act! (EXTENTION)
21. At the EVOCATION, level teachers have the
important mission to involve students, so that they
act and think.
• Students’ involvement happens initially at the individual level
and then in small groups.
• Students base on their previous experience, plan their learning
scheme and communicate with their colleagues.
Thus
• a favorable context for analyzing their own learning, as well as
their colleagues’ learning is created
• new learning tasks are identified
• students develop their intrinsic motivation for learning
In each lesson students get tasks for the step Involve yourself!
22. During the EVOCATION step students
understand
what their level of development is
how well-informed they are in relation to the
suggested task; students identify their own
knowledge, skills, and attitudes in relation to
the suggested topic/subject/task
This represents the initial cognitive
scheme, a certain level of the
competence learning to learn.
23. UNDERSTANDING MEANING is the level
in which students deal with the new
information.
Transmitting and explaining the new information does
not entirely insure its understanding by the students.
It is important to involve students through various
tasks so that they get in contact with the new
information and process it.
At this level students will get tasks
that help them Inform themselves! (through reading,
active listening, etc.)
deal with Processing the information! (reproduction,
translation, interpreting, applying)
24. REFLECTION is very important during the learning
process as it is based on forming attitudes, thus
contributing to behavior changes.
At this level students get tasks that derive from two
basic characteristics of reflection during the learning
process:
Continuing to stay involved through exchanging
opinions; this is assured through the step
Communicate and decide!
Forming and expressing attitudes that facilitate
restructuring the initial cognitive schemes that
happen during the step Appreciate!
Students are ready for new interpretations of meaning.
25. În order to minimize the risk of forgetting the
new behaviors and so that it transforms into
a competence the EXTENTION is
suggested, tasks that pertain to the step
Act!
Students get the possibility to transfer their
knowledge and to apply what is learned
during classes in situations that are created
in class, thus developing competences that
later will transform into authentic behaviors.
While planning some public actions, the lessons
continue outside the school as a way to
develop civic responsibility and creativity for
the benefit of the community.
26. Applying the above methodology helps
students develop their own learning
style and attain a new level of
achievements and new competences.
The learning process is better
understood, the students become
partners with teachers.
27. WAYS OF DEVELOPING
LEARNING SKILLS
During class teaching
During independent study and out-of-
class activities
28. Success Strategies, USA
• Active listening
• Critical and creative thinking
• Openness for new information
• Multiple perspectives
• Bloom’s taxonomy
• Reducing errors
• Memorizing the information and applying it
• Analysing and synthesizing
• Evaluation of knowledge and skills
• Providing a variety of tests
• Deductive and inductive argumentation
• Mapping
• Brainstorming
29. Success Strategies, USA
• The role of questioning in clarifying the difficult parts
• Memory and the three basic steps
• Processing and storing the information
• Learning styles and using them to learn
• Stress and relaxation techniques
• Utilizing reference materials, such as dictionaries, encyclopedia, etc.
• Active listening
• Note taking
• Active participation
• Reading for memorizing
• Academic honesty, cheating
• Learning to write better
• Time management
• Learning to express yourself
• Being present in class
31. Think Strategically About Your
Learning
• Find out about the teacher’s
style
• Build strengths across the styles
• Build your learning portfolio
• Improve planning
32. Enhance your study skills
• Where to study
• The right conditions
• When to study
• When to review
• Listen to your body
• What to study
33. Improve our memory
Short term memory (fragile,
limited)
Long-term memory (built
through association, it can
fail)
34. How to memorize
• Pay close attention
• Involve yourself in your studies (Have
you seen this concept before? Do you
like it? Can you apply it? Are there any
other ways to explain the concept?)
• Create memory prompts (diagrams,
charts, notes, etc.)
35. Taking tests
Control your test anxiety
Relax
Look at the entire test
Read the instructions twice
When you get stuck, identify the problem
and move on
Concentrate despite distractions
Ask for clarifications
Learn from the test
Proofread your work
