Characteristics of Good Learners Some people seem to be natural learners; they answer all of the questions in class, they consistently receive high marks, and they just seem to ‘get it’. Most often though, these students are not just naturally capable. More likely than not, they have put in hard, well-focused work behind the scenes which no one else knows about. Before understanding what they’re supposed to know and do specifically in each subject, they have learned the characteristics that will enable them to acquire new knowledge and skills more generally. The good news is, these characteristics can be developed in almost anyone; you don’t have to be born with them. But you do have to intentionally seek to develop them. In each newsletter this semester, I will introduce characteristics of good learners that parents and students may wish to ponder. It may be a worthwhile exercise to set each characteristic as a challenge for your son over the fortnight between newsletters.

Characteristic 1: Good learners ask questions Once upon a time putting up your hand in class to ask a question simply meant you didn’t understand something, but in our modern educational setting it can be a sign that good learning is happening. For a start, asking a question can show that you are curious to know more about something. We ask questions for lots of different reasons. When those reasons are to reflect back your understanding to the teacher, or to seek further clarification, you are showing an engagement with your learning that can have positive outcomes. Some examples of the types of questions to ask in class are listed below:

To show that you have not understood:

“Sir, could you please put that in a different way? I don’t think I get this yet.”

To seek further clarification/reflect your understanding:

“Miss, when you said that the language used is figurative, does that include metaphors and similes?” (When you said x, does this mean y?)

To show genuine interest and curiosity about your topic:

“Sir, what would happen if…?” Asking good questions can:

foster critical thinking skills

enhance your memory

give the teacher immediate feedback about what you do and don’t understand

help you become invested in the problem

encourage others to ask questions

spark lively and productive discussions

open your mind to other opinions/beliefs

make work more productive

make solutions more effective

lead you to new discoveries

help you make better choices/decisions If you are interested in exploring questioning skills further, please consider visiting the weblink below; it is in “teacher-speak” in some parts, but you will find some very practical tips for helping students start asking good questions in class. http://www.teachthought.com/critical-thinking/inquiry/8-strategies-to-help-students-ask-great-questions/

Louise Millar, Director of Teaching and Learning

STUDY SKILLS TIPS FOR MARCH BUILDING CONCENTRATION SKILLS

Many students find it difficult to concentrate and stay focused when they are doing their schoolwork at home. So what can we do to improve concentration levels? Try these top tips:

1. IMPROVE THE ENVIRONMENT: Have a good hard look at the environment you are

trying to concentrate in. Is it noisy? Are there more exciting things happening around you? Is it too hot? Too cold? Are you uncomfortable? Too comfortable? What can you do to make the space more conducive to concentration?

2. BLOCKS OF TIME: If you are someone who finds it difficult to concentrate at home don’t try and study for too long at a time. Instead tell yourself you will work for 20-30 minutes then you can have a break. If you know it is only 20-30 minutes it is much easier to concentrate than if it was for an indefinite period of time.

3. ANCHOR TO THE PRESENT: Create a focus word that brings you back on task. We all daydream. The key is to start to pay more attention to when you are doing it and then immediately take action. If your key word for example was ‘orange’ when you notice you are day-dreaming say ‘orange orange orange’ to refocus your attention to your work.

4. RESET THE BRAIN: Sometimes you just need a time-out from what you are doing in

order to be able to concentrate again. If your attention is constantly wandering, then get up and have a drink, walk outside, kick a ball – just take 5 to 10 minutes to clear your head so you can come back fresh to your work.

5. WORK OUT PEAK TIMES: Start to pay attention to what time of the day you are

most focused. That’s when you need to do the harder work or the work that requires greatest concentration. If you know you get tired after dinner don’t leave the difficult work until then.

6. CARROT AND STICK: Some people are motivated by working towards rewards, others by avoiding punishments. Give yourself a target time to focus with a little reward at the end if you achieve it – or maybe a little punishment if you don’t!

You can learn more about how to be a more effective student at www.studyskillshandbook.com.au by logging in with the details below and working

through some of the units. There are also lots of useful grids and planners at the bottom of the Things to Print page.

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Catherine Keegan, Director of Studies