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Learning process

The main features of the stages of the learning process are 9.
1.       Motivation is an individual process. This can be positive reinforcement or negative reinforcement.

2.       Interest. Student tries to achieve a goal.

3.       Attention. Students pay attention the information and they interpret it.

4.       Acquisition. Students obtain the subject content. They try to learn and retain new information.

5.       Understanding. It is an advantage stage. Teachers needs to verify that students understand. Students can use their own words to explain the information or they can give an example.

6.       Assimilation. Students keep the positive aspects of knowledge.

7.       Application. When students assimilated the knowledge, they can use it in their lives.

8.       Transference.-It is a stage of the learning process. Teachers transfer learning to solve problems.

9.       Evaluation. It gives information about the learning process. If it is good, it will continue. If it has errors, it will change. Teachers can use test or direct observation. Teachers obtain feedback.

Source: Yanez, P. (2016). El proceso de aprendizaje: fases y elementos fundamentales. Revista San Gregorio, (11), 70-81.

Mental processes

The neurons is where our learning process takes place. The group of neurons are neural network.

THREE PRINCIPLES OF DEEP AND LASTING LEARNING

1.-Prior learning. Relate new information to previously learning information.

2.-Quality of processing. Use numerous and varied deep-processing strategies.

3.-Quantity of Processing. Use frequent practice sessions of sufficient length distributed over time.

(Downing, 2011, p.15)

The CORE learning System

There are 4 strategies.

C ollect.-People collect perception through the five senses. They obtain information.

O rganize.-The information must be organized because it need to make sense.

R ehearse.- It means practice. Students need to remember information in the future.

E valuate.-The feedback about the quality of learning process.

(Downing, 2011, pp. 16-17)

Source: Downing , S. (2011). On Course. Strategies for Creating Success in College and in life. Boston: Wadsworth Cengage Learning.

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THEME 2 Know how to listen, speak, read and write     

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THEME 2 Know how to listen, speak, read and write     

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Read.- Active reading is characterized by intense mental engagement in what you are reading.  When you are reading mindfully, you are actively collecting key concepts, ideas, and supporting details.
Write.- Prewriting activities include Collecting ideas and supporting details, then Organizing these raw material into a possible structure. Prewriting is a step that many novice writers unwisely skip.
Listen.- If you wanna become an excellent listener follow these four steps: Listen to understand, clear you mind and remain silent, ask the person to expand or clarify and reflect the other person´s thoughts feelings,
Speak.- There are a tip for improve your speaking, the key is IMITATION, this method also helps to improve your grammar, vocalulary and sentence struture.

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THEME 3  Study Techniques.                              

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THEME 3  Study Techniques.                              

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1.- Asking direct questions

ask direct questions, don't waste time, a problem can be clearer when you get the answer from everyone else.

2.- Planning to do things at the bets time

Make the most of your time, organize the time intervals between classes, homework and prepare in advance.

3.- Prioritizing your workload

Time intervals need to be taken to improve understanding and avoid fatigue to study and prepare for a class.

4.- No body´s perfect thank goodness

Try to do your best because nobody is perfect.

5.- Avoiding procrastination

Difficult things must be done sooner, leaving worry aside so as not to wear ourselves out mentally.

6.- Learning to say no

Take responsibility for studying, not be distracted and pay close attention

7.- Having a quiet place and time

Finding a good place, so as not to be disturbed and optimizing the time make it a good option to work on pending activities

8.- Building in some flexibility

Take advantage of time on something that takes less time to do to avoid trouble.

9.- Using big blocks of time for big tasks

Study a certain time and take a snack and then resume the activity with more energy, thus avoiding frustration

10.- Big projects need big plans

When carrying out a project, the time must be optimized and the questions must be prepared trying to be objective in order to obtain a better result.

11.- Revisiting reading lists

Studying a particular topic independently is optional, outside of the topics that teachers teach

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THEME 4.4.1 IDENTIFICATION OR THE AUTHOR´S PURPOSE.              

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THEME 4.4.1 IDENTIFICATION OR THE AUTHOR´S PURPOSE.              

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• Goal setting. During learning it is important to set clear goals and set to support students according to their needs.
• Planning. - It is necessary to select a learning method to establish dates for the different activities determined by the students.

• Self-evaluation. -Evaluation occurs in the strategic planning process, students analyze understanding of the topics or activities learned.

4.2 MAIN IDEAS/SECONDARY ONES AND DETAILS.

The main ideas, the secondary ideas and the details that are in a paragraph or text help us express ourselves correctly so we must learn to identify them.

- The main ideas express the basic information of the topic

- Secondary ideas express aspects derived from the main theme, serve to expand the main idea.

- The details with those who complete the information within the paragraph or text

(Ghandy, 2009)

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THEME 5                  Graphic organizers: cause and effect/compare and contrast.

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THEME 5                  Graphic organizers: cause and effect/compare and contrast.

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In cause and effect, we can use these graphic organizers: flow charts and cause and effect chart. Graphic organizer to explain a process or event in science or social studies.
We are going to analyze an example of how you can use a cause and effect graphic organizer, read and underline any cause and effect signal words to finally see how the graphic organizer is filled out.
compare and contrast
Can use to compare and contrast: Venn Diagram, compare/contrast charts, T-charts, Comparison Matrix.

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Universidad de las Fuerzas Armadas, (2020). Independent Study Methods. Recovered from https://evirtual.espe.edu.ec/programas.cgi?id_curso=16614

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THEME 6                 Graphic Organizer: conceptualization and conclusions. 

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THEME 6                 Graphic Organizer: conceptualization and conclusions. 

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Organizers are great tools to be applied in reading skills such as: poems, stories, biographies or articles. The graphic organizer will help us to understand the information presented.
Highlight concepts and vocabulary that are clear and relationships between them, thus providing tools for the development of critical and creative thinking.
The most common graphics are:
1. Concept map
2. Mind maps
3. Character map
4. Synoptic chart
5. Information boxes
6. Attribute wheel
7. Cobwebs
8. Timelines
9. Cause-effect diagrams
10. Flow diagrams
11. Vent diagram
conclusions
organize information visually facilitates the storage and retrieval of information.
By developing a graphic organizer, the student self-manages his cognitive resources and reflects on mental processes. Give teachers the opportunity to have evidence about the type of relationships between concepts that the student makes mentally.