Passive Or Superficial Learning

Its characteristics are: accumulate subjects for three to four weeks and try to learn them in three days, without the necessary time to consult questions about the issue and sometimes can pass items, but the knowledge is the short-term memory. Consequently: it does not know its learning potential and reinforces the following weaknesses:

  1. Inertia: getting carried away by inefficient habits and conscious or unconscious thoughts of self-disqualification “I’m not capable,” “it’s difficult,” “I’m lazy,” “I cannot,” etc.
  2. The curve of forgetfulness is increased by not reviewing subjects of complex subjects with self-discipline and perseverance
  3. Look for different distractors to relax (computer, TV, cell phone, games, etc.)
  4. Evade classes in complex or demotivating subjects (do not enter or arrive late, talk, play, sleep in classes)

 

Result

It is not easy to reduce or eliminate these weaknesses when you take the habit of studying for the grade (pass) and not to learn to learn.   Therefore, demotivation, low self-esteem, and stress increase because more failures are recognized than successes in the learning process.

Autonomous or Active Learning

To develop independent education or "learning to learn" you need to recognize skills or strengths such as comprehensive self-esteem, primary and superior cognitive processes, efficient learning strategies, to solve conflicts of daily life and academic problems.

Self-Control

All these skills or strengths are resources that help to become aware and self-control the weaknesses of passive learning. It also achieves a comprehensive vision of itself to analyze all the variables that influence the learning process in subjects.

With these skills, he reinforces his abilities of successes in front of challenges and difficulties of learning, because he only needs healthy self-esteem, self-discipline, effort, time and perseverance.

The integral self-esteem

It implies recognizing the fundamental weaknesses and strengths, in addition to the dimensions:

  • Cognitive: what I think and how I learn
  • Affective: what emotions I feel
  • Valoric: how I resolve conflicts
  • Social: how I relate to others
  • Motorboat: how I relax in the face of stress

With a comprehensive vision of yourself, you can reflect on what area you need to strengthen to overcome difficulties, challenges, and academic problems, group work, family or work.

Generic competencies (transversal)

They are personal abilities such as self-confidence, self-reflection, healthy self-criticism, self-control, self-discipline, self-motivation, and self-esteem to organize the learning of hard academic competences (calculus, chemistry, physics or others) without external pressures.

 

 

Basic cognitive processes

It includes sensation, perception, attention, concentration, and memories (visual, auditory and spatial) in classes. And before the feeling of rejection towards a professor, subject “stigmatized” or demotivating; change the perception and become a friend of that subject so as not to affect the other processes. If a question does not understand it or is involved, eliminate self-de-motivation, self-disqualification and persevere in the review of 20 to 30 minutes.

 

Superior Cognitive Processes Or Logical Thinking

Superior cognitive processes or logical thinking:

Ability to analyze, synthesize, associate, relate, classify, investigate, evaluate, infer, express, deduce, debate, etc.

Results: these functions of the cerebral neocortex help mental agility, better understand the subjects, verbal fluency, and prudence and organize ideas or actions.

Efficient learning strategies

It includes the taking of notes, exercises, marginal notes, conceptual map, summaries, diagrams, graphs, etc.  Organize the plan for various subjects with self-confidence “I can” (read 20 to 30 minutes before entering or after school).

The skills of emotional intelligence

It comprises the following:

  • Recognize emotions that discourage learning, lower self-esteem, depressed or irritate
  • Self-control: dialogue these emotions do not save them
  • Motivation: change excites s affecting to meet goals and objectives of the semester
  • Empathy: understanding and putting yourself in the place of the emotions of others
  • Managing interpersonal relationships: raising or lowering states of sad or aggressive moods of their peers and family.

Emotional intelligence involves asking for help in the face of academic, vocational, family or stress problems to adapt in balance and learn the subjects of the semester.

Assertiveness (values that resolve conflicts)

An assertive person implies being: honest, direct, reflective, coherent, analytical, self-assertive, empathetic and respectful of oneself and others to face challenges, difficulties, obstacles, academic problems and conflicts of interpersonal relationships, group work with their peers, teachers, family, and work.

Assertive attitudes help to recognize any error or conflict, for example: “I recognize passive learning attitudes” Assertive self-esteem or confident intelligence is also spoken when the person accepts aggressive or non-assertive attitudes.

In summary, the positive attitudes and abilities of emotional intelligence are strengths or resources that help solve difficulties and conflicts of daily life in general.

Strengthen mental and physical health

Search instances of relaxation through physical exercises, yoga, dance, sleep well and a healthy diet to prevent stress or emotional illness (depression, addiction, bulimia, anorexia). Be aware of alpha states (relaxed) and high betas (tension or aggression) before sleeping and a test.

If you sustain all these strengths, you can strengthen metacognitive thinking (an integral vision that helps you recognize all the variables (weaknesses and strengths) that influence the learning process.

This thought contributes to analyzing cognitive processes, learning strategies (product), time and reinforcement of general competencies in complex subjects to learn to learn and self-evaluate the results: it is pleasant to learn questions that you never imagined.

Learning Skills: what they are and what we evaluate (extensive testing).

 Processing skills:

Given the information available, the mind performs different operations to convert the data into knowledge.

  • These functions are developed in a logical flow, where the first mental operation is the GATHERING of information: one of the senses capture all information that reaches the mind.
  • The second process that the brain performs with the captured data is the MEMORIZATION of them; Memory is a huge data bank that is stored for later use.
  • The third operation is EVALUATION: in the face of a problem or challenge of reality, the mind searches in memory for the best answer to solve the challenge; The evaluation can also be understood as critical judgment, problem analysis or decision making.

After these three operations, a person can convert information into a problem solution; We call this process CONVERGING PRODUCTION, given that the answer is unique or better than others. There is still another operation that is creativity or Divergent Production, but it is not evaluated at this time because it requires a very different instrument to this diagnosis.

Learning skills

It refers to the handling of the information that the mind performs; all the data have any of these presentations.

  • The FIGURATIVE content is direct information, without interpretations; The subjects that, above all, have this content are plastic arts, technology, sports or physical education.
  • The SYMBOLIC content refers to the relationship of a data captured directly with another that is the determinant. The subjects that are mostly of this content are mathematics, physics, chemistry, music; in daily life, the interpretation of traffic signs depends on the knowledge of the symbols.
  • The SEMANTIC content implies the handling of the meaning of a word or message, it includes different levels of interpretation and for that reason, different people can reach different conclusions about the same message.

 * The subjects that mainly depend on this content are extensive reading, history, philosophy and all humanistic areas. These graphs are also useful for career guidance.

Vision Indicators:

In this diagnosis, the vision is evaluated because of its high impact on learning.

There is a difference between “sight” and “vision.” Sight is the physical response of the eye to light, and we are usually born with it. Vision is the way the brain processes the information captured by sight. According to this difference, the human being needs to learn to convert the data obtained by the view into learning.

The most critical visual skills are:

  • The eyemovement on a reading or writing material (the technical name is saccadic movement): this resource promotes a fluent reading, without skipping letters or lines
  • The Binocularity: teamwork of the two eyes that make a fusion of the words on paper.
  • The accommodative FLEXIBILITY: change of focus near-far.

  Usually, the body position is a reliable indicator of visual abilities: arrhythmic, slow or inaccurate reading reflects eye movement problems; the inclined head when interpretation manifests a problem in the binocularity and the excessive closeness of the head on the paper shows poor accommodative flexibility.

These skills are not necessarily related to ocular health problems such as myopia or astigmatism; but if the student suffers these, they will inevitably negatively affect visual abilities. Finally, it is necessary to consider that 80% of the information processed by the human brain enters through vision; hence the great importance of taking cares of its efficient functioning.

Reading skills:

Reading is the tool that, by itself, guarantees lifelong learning. Most academic problems have a direct relationship with difficulties in reading or language since all are transmitted by this means.

There are two groups of reading skills:

  1. Preparation for reading or mechanical reading: when these skills work efficiently, the person reads fluently, punctuation, cadence and without excessive physical fatigue.
  2. Conceptualization or reading comprehension: in this case, the person captures the meaning of reading, mainly when it contains concepts or abstract vocabulary.