Learning strategies

There is no tool for the Repeat strategy.

This strategy, inspired by neuroplasticity, is based on the principle that students must activate several times the same groups of neurons to succeed in a task and automate it so that it becomes increasingly easy. Whether it is knowledge, skills, or attitudes, links must be created for learning to take place.

Even though there is no questions for the Repeat stratégy, it is a principle that comes often in various tools:

On the one hand, each strategy has several pages so that it is partially and gradually worked on several times. 

We have also integrated a repetition of certain questions through several sheets in order to work on key elements for the success of the socio-professional integration program such as self-assessment, collaboration, and motivation. For example, the action plan, a reality present in several acronyms, is broken down into questions in many cards.  

Finally, repeating (to learn) requires a conjuncture of several elements. To succeed in repeating a task several times, the student must work on their motivation through emotional strategies such as setting a goal or creating a link between certain tasks (Connect) and their goal. To be able to repeat and, above all, adjust in case of error in order to develop the desired skill, students must also be able to self-assess and judge their progress through introspection or by listening to constructive criticism from their supervisor. Finally, for repetition to be useful and learning to last, it is necessary that the student is willing to learn and in a state to make it possible (Rest, Focus).

For more information on neuroplasticity, we invite you to consult the work of Steve Masson, professor in neuroeducation at the Department of Didactics of the Faculty of Educational Sciences and director of the Laboratoire de Recherche en Neuroéducation (LRN) at UQAM.