Nurturing Independent Learners - A Glossary of Important Ideas
- Global Metacognition
- Feb 28
- 3 min read
This glossary integrates a variety of pedagogical terms relevant to independent learning and its associated practices. It is useful for educators focused on nurturing independent learners.
Active learning: An instructional approach that engages students in the process of learning through activities and discussions, as opposed to passive listening.
Active recall: A study technique that involves retrieving information from memory to reinforce learning.
Adaptive learning: An educational approach that uses technology to adjust content and instruction based on individual student needs and performance.
Andragogy: The study and practice of teaching adult learners, emphasizing self-direction and life experiences as core elements of the learning process.
Autonomous learning: Learning where students have control over the pace, methods, and content of their education, fostering independence and self-management.
Blended learning: A mix of traditional face-to-face instruction with online learning components to enhance flexibility and engagement.
Collaborative learning: A learning strategy where students work together in groups to solve problems, complete tasks, or create projects.
Competency-based learning: An approach where students progress by demonstrating mastery of specific skills or knowledge at their own pace, rather than through traditional grading.
Competence-based education: A teaching approach focused on students achieving specific skills and competencies rather than traditional grades or time-based progression.
Constructivist teaching: A method based on the idea that learners construct their own understanding and knowledge through experiences and reflection.
Critical thinking: The ability to analyse, evaluate, and synthesise information in a logical and objective way to form reasoned judgments.
Differentiated instruction: Tailoring teaching methods and materials to accommodate diverse learning needs, preferences, and abilities.
Experiential learning: A hands-on, reflective learning process where students gain knowledge through direct experience and reflection.
Flipped classroom: An instructional model where students review learning materials at home (e.g., videos or readings) and engage in active, collaborative tasks during class time.
Gradual release of responsibility model (I do, We do, You do): An instructional approach where the teacher initially models a concept, guides students as they practice, and then allows them to work independently.
Growth mindset: A belief that abilities and intelligence can develop through effort, learning, and persistence, as opposed to a fixed mindset.
Heutagogy: A student-centred approach to learning where learners are highly autonomous and self-determined, focusing on developing their ability to learn.
Hybrid learning: A blend of in-person and online learning, combining the benefits of both modes to create flexible and engaging learning experiences.
Inquiry-based learning: A teaching approach that encourages students to ask questions, investigate, and build knowledge through exploration and research.
Learning journals: Personal records kept by students to document their learning experiences, reflections, and progress over time.
Lifelong learning: The ongoing, voluntary pursuit of knowledge for personal or professional development throughout life.
Metacognitive awareness: Understanding and regulation of one’s own cognitive processes, including the ability to monitor and adjust learning strategies.
Metacognitive knowledge: Awareness of one’s own knowledge and understanding, including how one learns and the ability to evaluate what is effective.
Metacognition: Awareness and understanding of one’s own thought processes, including planning, monitoring, and evaluating learning strategies.
Peer evaluation: The process in which students assess each other’s work, providing feedback and fostering critical thinking and collaborative learning.
Peer feedback: Constructive comments and evaluations given by students to their classmates to enhance learning and performance.
Peer teaching: A method where students teach or support each other’s learning, fostering collaboration and deeper understanding.
Personalised learning: Tailoring the educational experience to meet the unique needs, preferences, and goals of each student.
Project-based learning (PBL): A student-centred teaching method in which learners acquire knowledge and skills by working for an extended period on a real-world, complex question or problem.
Reflective learning: A learning process where students actively think about and analyse their experiences to gain deeper understanding and improve future actions.
Research skills: Abilities that enable students to locate, evaluate, and use information effectively, often involving data collection and analysis.
Scaffolding: A teaching technique that provides support and guidance to learners as they develop new skills or understanding, gradually reducing support as they become more capable.
Self-assessment: When learners evaluate their own work or progress against set criteria to understand their strengths and areas for improvement.
Self-directed learning: A process in which students take initiative and responsibility for their own learning, identifying their needs, setting goals, and evaluating their progress.
Self-regulated learning: A learning process where students actively control and monitor their thoughts, emotions, and behaviours to achieve personal goals.
Socratic method: A teaching technique that uses guided questioning to stimulate critical thinking and draw out ideas.
Spiral curriculum: An approach where key concepts are revisited over time with increasing complexity to deepen understanding.
Student agency: The capacity of students to act independently and make their own choices in the learning process, taking ownership of their education.
Summative assessment: Evaluation conducted at the end of a unit or course to measure overall learning outcomes and achievement.
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