Learning how to learn: forming memory, goals, strategies, and interpretive tools so students can learn without teacher dependence.
Topic brief
A Jiang Lens evidence brief for this topic, built from source tags, transcript matches, and linked source refs.
meta-learning
A transcript-matched topic anchored by excerpts such as "...that really solidified for me and clarified me the importance of meta -learning. We need to teach students to learn for themselves. And so..."
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Topic Scope And Freshness
A transcript-matched topic anchored by excerpts such as "...that really solidified for me and clarified me the importance of meta -learning. We need to teach students to learn for themselves. And so..."
Key Notes
Learning about how one learns, especially through self-reflection and self-assessment during an unstructured period.
He defines meta-learning as teaching students how to learn: memory, goals, strategies, reading plot, psychological profile, and character change.
Jiang treats the coronavirus disruption as a moment when students have more time to suffer, self-reflect, and self-assess, so schools should actively promote meta-learning.
Timestamped Evidence
"...that really solidified for me and clarified me the importance of meta -learning. We need to teach students to learn for themselves. And so..."
"...-reflect and self -assess and so we should be actively promoting meta -learning during this time and so what i've suggested is that we..."
"...think that we need to really focus on the ideas of meta -learning and collaboration more. And right now, we're still stuck in a..."
"Yeah. And that's why students enjoy learning because it's empowering for them. It's, it's, it's like you're, you're giving them a new learning opportunity...."
Relevant Lectures And Readings
Jiang's education argument begins with a narrow definition and ends with a democratic dream.
Jiang starts from a harsh premise: students do not mainly fail because they lack content.
Related Topics
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