Autonomous Learning Proficiency:
Getting students to think about their learning
Lynn Grinnell
College of Business
Individual activity
 Take a moment to recall the most challenging academic
task or skill you mastered. Think about how you mastered
it.
 Example: Graduate-level statistics; writing dissertation
 Take another moment to recall your most devastating
academic failure. Think about how you approached
learning that task or skill.
 Example: Russian
 Thoughtfully answer the questions on the following slides
Reflection 1
1.
On a scale of 1-5, how well do you think you concentrated on
learning the task?
 Why did you give yourself that score?
2.
On a scale of 1-5, how adequate was the time you allocated to
studying the material before taking an exam?
3.
On a scale of 1-5, how productive was your study time?
 Where do you still lack understanding? Would you be able to recognize the
theories and concepts you were trying to learn in another context (e.g., realworld situation)?
Reflection 2
4.
On a scale of 1-5, how well did you deal with distractions?
 Describe your study environment.
5.
On a scale of 1-5, how well did you estimate the amount of
time required to learn the material?
 How did or would you have to modify the pace or the amount of
content you could cover?
Note: you would probably only use one set of questions in any reflection
Reflection 3
6. On a scale of 1-5, how well did you plan your study environment
before starting to study?
 How did your knowledge of yourself and the challenges of the
task affect your planning?
7. On a scale of 1-5, how well did you plan the amount of time
required to learn the material?
 How did your knowledge of yourself and the challenges of the task to
learn affect your planning?
8. On a scale of 1-5, how productive were you in planning for
exams?
 Knowing the pattern of prior quizzes on the topic, what did or could you
do to prepare for the quiz as you read the material?
Reflection 4
9. On a scale of 1-5, how effective were your study
activities in achieving a successful outcome?
 Given previous experience with studying this type of material,
how did you modify your study activities in order to master the
material?
3-D Hierarchy of Effort Management
Study Activities
Examples of responses
 Learning the concepts of the chapter, I'll give myself a 4, since the
concepts sunk in quite well, and I was able to put in most of them
to a good amount of knowledge offhand. I'd have to give myself a
2 or 3 for preparation, and study time - since I am not an active
study-type of person. Rather than study, I prefer to know and
practice the knowledge, rather than read over it and hope it sinks
in. With this, I'm confident I could pinpoint the theories and
concepts relayed within the chapter.
Examples of responses
 My study environment was well lit with lite music playing in the
background and organized. My knowledge of myself continues to
be a challenge to me despite me being a reflective person. I have
noticed these exercises have become easier to me in recollecting
and evaluating previous experiences. I did not find the subject
matter too difficult after I put the time in. I would have to give
myself a 3-4 in planning for this quiz as some things distracted
me from getting it done right on time. While preparing for this quiz
I could take notes as I read over the different theories and
identified with them.
 On a scale of 1-5 on how well I did dealing with distractions, (1 being the
least and 5 being the most) I would give myself a 3 since I am usually
somewhat easily distracted when it comes to studying and thinking
through ideas. My study environment is basically my room with a bunch of
things surrounding me that I like to do in my spare time for fun. So sitting
in that type of environment can make me glance over at a game or a book
that gets me to thinking about what might happen next, which eventually
leads to me reading (not school material) or turning on the xbox.
On a scale of 1-5 of how well did I estimate the time required to learn the
material (1 being the least 5 being the highest) I would give myself a 4. I
usually give myself the same amount of time whatever the class may be,
and whatever the assignment may be. Although that doesn't always have
the best outcome, it's what works for me as well as my schedule. I
couldn't see getting my work done any other way.
On a scale of 1-5 on how effective my study activities are (1 being the
least and 5 being the most) I would give it a 2 or a 3. I'm not exactly sure
how to rate this question mainly because I don't have a set way of
studying. I have to look over the material first, see what is asked of me
and then I go about assessing how I will tackle the assignment/project
once I read it over a few times. So I don't have a set way of studying, and
the way I do my work doesn't really allow for me to do it any other way. I
wouldn't work as efficiently.
Examples of responses:
Not all show deep reflection
3
I try to stay late at work to do homework.
4
To become better at articulating ideas and writing.
Review and Quiz
 Which questions in the reflection (1-8) addressed:
 Effort monitoring
 Self-regulation
 Planning
 Effort Evaluation
Reflection 1: Effort Monitoring
1.
On a scale of 1-5, how well do you think you concentrated on
learning the task?
 Why did you give yourself that score?
2.
On a scale of 1-5, how adequate was the time you allocated to
studying the material before taking an exam?
3.
On a scale of 1-5, how productive was your study time?
 Where do you still lack understanding? Would you be able to
recognize the theories and concepts you were trying to learn in another
context (e.g., real-world situation)?
Reflection 2: Self-Regulation
4.
On a scale of 1-5, how well did you deal with distractions?
 Describe your study environment.
5.
On a scale of 1-5, how well did you estimate the amount of
time required to learn the material?
 How did or would you have to modify the pace or the amount of
content you could cover?
Reflection 3: Planning
6. On a scale of 1-5, how well did you plan your study environment
before starting to study?
 How did your knowledge of yourself and the challenges of the
task affect your planning?
7. On a scale of 1-5, how well did you plan the amount of time
required to learn the material?
 How did your knowledge of yourself and the challenges of the task to
learn affect your planning?
8. On a scale of 1-5, how productive were you in planning for
exams?
 Knowing the pattern of prior quizzes on the topic, what did or could you
do to prepare for the quiz as you read the material?
Reflection 4: Effort Evaluation
9. On a scale of 1-5, how effective were your study
activities in achieving a successful outcome?
 Given previous experience with studying this type of material,
how did you modify your study activities in order to master the
material?
Reference
 Thomas, J. & Rohwer, W. (1993). Proficient Autonomous
Learning: Problems and prospects. In Rabinowitz, M. (ed.)
Cognitive science foundations of instruction. Hillsdale, NJ:
Lawrence Erlbaum Associates.