ACSF Learning 3.02 Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts
LEARNING LEVEL 3
3.02
Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts
SUPPORT
CONTEXT
TEXT
TASK COMPLEXITY
Moderate support
Advice and modelling available
Range of familiar contexts
Some less familiar/routine contexts
Some specialisation in routine contexts
Routine texts
May include some unfamiliar elements and embedded information
Includes some specialised vocabulary
Tasks include a number of steps within the 1 task, eg: sequencing, applying basic inferencing, extrapolation and integration
PERFORMANCE FEATURES INCLUDE:
Strategies for designing, managing and monitoring learning
Assess the nature of a learning task in a familiar context and develops plan with sequenced, prioritised steps
Finding, managing and evaluating learning resources
Independently accesses a range of information resources/services to support learning, e.g. Internet, library catalogue, databases, news services
Poses who/what/why questions to help direct information search
Uses Information Communication Technology (ICT) to assist learning, with some appreciation of the strengths and limitation of different programs/application in specific contexts
Organises information, e.g. orders, classifies, stores
Transferring prior knowledge and skills
Begins to tranfer skills and knowledge to new situations, with some awareness of the need to allow for contextual differences
Explicitly connects new ideas/information with own knowledge, using techniques like anecdotes and analogies
Selection and application of cognitive strategies to assist learning
Organises and makes connections between information/ideas using strategies such as categorising, comparing and sequencing
Selects from a range of strategies to check understanding, reinforce learning and monitor progress, e.g. re-reading, indentifying key sentences, summarising, self-questioning, answering practice questions
Actively reinforces learning beyond the formal learning environment, e.g. by introducing newly learnt skills to someone else
Social construction
Participates in learning support networks involving fellow workers or students, e.g. study groups, quality circles
Consults with information professionals to help identify information and access tools
