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You are here: Home en Syllabuses (2020) Graduate School of Education Foundation Subjects Effective Learning Strategies(Advanced)

Effective Learning Strategies(Advanced)

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Numbering Code
  • G-EDU13 56008 LE47
  • G-EDU13 56008 LE46
Term 2020/First semester
Course Type special lecture
Target Year Master's students
Target Student Graduate
Language English
Day/Period Mon.4
Instructor(s)
  • Graduate School of Education, Professor Emmanuel MANALO
Outline and Purpose of the Course The main purpose of this course is to provide an introduction to some of the important theories, research, and practice concerning the promotion of student use of effective learning strategies. Various issues will be considered in the course, including: connections to self-regulated learning, the influence of individual and task-related factors on use, measurement and comparison of the effects of using different strategies, and the methods for and challenges involved in facilitating the use of strategies that are deemed more effective.
Course Goals The goals of this course are:
- To facilitate students' acquisition of knowledge about effective learning strategies (theory, research, and practice);
- To encourage students to think about the relevance and applications of effective learning strategies in various teaching and learning contexts;
- To facilitate the development of students' thinking and communication skills in English.
Schedule and Contents The following is a guide to what will be covered during the 16 weeks of the semester. As required, some minor adjustments may be made to this schedule.
Week 1: Introduction to the course and to what "effective learning strategies" mean
Week 2: Effective and not-so-effective strategies: Considering the reasons why
Week 3: Deep and surface approaches to learning
Week 4: Deep and surface level processing, and qualitative outcomes of learning
Week 5: Mastery and performance goal orientation
Week 6: Reasons for failure to use learning strategies
Week 7: Reasons for student use of ineffective strategies in foreign language vocabulary learning
Week 8: Promoting the spontaneous use of diagrams in math word problem solving and communication
Week 9: Student, teacher, and environmental requirements for spontaneous use of effective learning and reasoning strategies
Week 10: Motivated Strategies for Learning Questionnaire (MSLQ), part 1
Week 11: Motivated Strategies for Learning Questionnaire (MSLQ), part 2
Week 12: Behavioral and performance measurements of learning strategy use
Week 13: Student presentations and discussion, part 1
Week 14: Student presentations and discussion, part 2
Week 15: Examination week (There is no final examination for this course.)
Week 16: Feedback week

Course Conduct
Students taking this course will be expected to prepare for each class by reading research articles and other materials that the instructor assigns. Class sessions will normally comprise of the instructor reviewing key points relating to the assigned readings and introducing students to other pertinent information that bear on the topic being covered: these will then be followed by pair, small group, and/or plenary discussions, and tasks/exercises for students to complete individually or in cooperation with other students. Active participation in these discussions and tasks/exercises is necessary to meet coursework/grading requirements (see below). 40% of the course grade is based on a portfolio of work that students complete relating to the topics dealt with in the course (i.e., exercises completed in class, notes on key points raised in discussions with other students, notes taken from and reflections on assigned and other readings undertaken, etc.). 20% of the course grade will be based on the student's active participation in and contributions to class activities and discussions. Students will also be required to find and review an appropriate research article, and to make a short presentation (20%) and submit a report (20%) concerning that article.
Grading Policy Portfolio of work = 40%, Active participation in and contributions to class discussion = 20%, Presentation of reviewed article = 20%, Final report = 20%. There is no final examination.
【評価方針】なお、評価にあたっては、到達目標に照らし、教育学研究科の評価方針に従って評価する。
Prerequisites None
Preparation and Review Students will be expected to spend about 90 minutes each week on out-of-class preparation, readings, and assignments.
Textbook
  • There is no textbook for this course. The instructor will assign articles for students to read in preparation for each class.
Reference(s)
  • Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer., Manalo, E., Uesaka, Y. & Chinn, C. (Eds.). , (London: Routledge.), ISBN: ISBN:978-1-138-68064-7