Teaching how to learn : the role of reflective practice and causal attribution

Abstract

"Teaching teams are generally keen to develop the learning maturity of their students. They also agree that a certain amount of reflective practice will help students to benefit from their college studies, re gardless of their program. But for this to happen, it is important to teach what learning is, and above all, how to learn, because for the majority of young—and not so young—people who arrive at CEGEP, their role as students is not obvious.

With this in mind, I undertook a research project aimed at documenting the use of the Causal Attribution Questionnaire (QAT) to develop learning maturity through reflective practice. To this end, students in five class groups used a QAT as part of their normal coursework. Group meetings were then set up to understand their use of the QAT, followed by individual meetings with volunteers du ring the remainder of their studies to understand their endorsement of the QAT and its usefulness in developing reflective practice, and thus, learning maturity." -- AQPC