| University | Singapore University of Social Science (SUSS) |
| Subject | NCO201 Learn to Learn and Learn for Life |
Question 1 (400–600 words)
Develop your ability for self-directed learning by completing a learning plan (refer to the template on Canvas).
(20 marks)
Timeliness: Submit your learning plan (except for the “What I Accomplished” and “Outcome of Learning Goal” components) by 23:59 on Wednesday, 19 February 2025 (mid-Week 6) in the correct format and on the platform that your instructor has assigned. You will receive brief feedback about its feasibility by the start of Week 7 so that you can begin implementing your plan.
(4 marks)
During Weeks 7–12: Apply the strategies you have planned and log your weekly progress honestly. Consider if you need to tweak your plan for the following week and amend it accordingly.
For the final TMA02 submission: Submit your completed table. You are allowed to update your learning plan to incorporate your instructor’s / peers’ feedback from Week 6; add more detail to your timeline if it was initially too brief; or tweak your goal to make it more specific etc.
Question 2 (800–1000 words)
Self-reflection is a critical part of learning. By looking back at your plan and the decisions you made to accomplish your goal, you can now evaluate your learning experience. Certain strategies, resources, and/or approaches may not have yielded the results you expected in this instance. Unforeseen challenges and/or setbacks may have come up that impeded your progress. Or, you may have been surprised by what you accomplished! This reflection is an opportunity to consider what worked and what did not, what you have learnt about yourself, and what you might do differently next time.
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Answer the following questions:
A.
Demonstrate how successfully you were able to: (i) identify the strategies and resources you needed before starting your goal; (ii) set a realistic pace to achieve your goal; (iii) adapt your plan as needed along the way. Give reasons and examples to explain your answer.
(20 marks)
B.
Identify the setbacks, problems, or unexpected challenges you encountered along the way and demonstrate how successfully you kept yourself motivated through the process. Give reasons and examples to explain your answer.
(20 marks)
C.
Demonstrate what you have learnt about the role of relational support in learning. Give reasons and examples to explain your answer. You may draw from both positive examples from your experience of completing your learning plan or lessons that you have learnt in hindsight.
(20 marks)
D.
Identify the values you were tempted to disregard; explain why you eventually chose to maintain them and what you learnt about yourself from doing so.
OR
Identify the values that you did disregard during this learning experience; explain why you did and what you learnt about yourself from doing so.
(10 marks)
Other Graded Components
- Clarity of writing. Refer to the rubric for more information.
(3 marks)
- Appropriate References: Cite all sources, including AI content, to acknowledge where you have used other people’s ideas to support or substantiate your claims. Citations and references are not included in the word count.
(3 marks)
Useful References
You may use the following articles, readings from the in-class activities, or any of your own sources in your submission:
- Bernardo Gargallo López, Suárez Rodríguez, J. M., Cruz Pérez Pérez, Gonzalo Almerich Cerveró, & Garcia-Garcia, F. J. (2021). The QELtLCUS questionnaire. An instrument for evaluating the learning to learn competence in university students. Revista Electrónica de Investigación y Evaluación Educativa, 27(1). https://doi.org/10.30827/relieve.v27i1.20760
- Bjork, R.A. et al (2012). Self-regulated learning: beliefs, techniques, and illusions. Annual Review of Psychology 64. doi: 10.1146/annurev-psych-113011-143823
- Crosnoe, R., Muller, C., Walton, G., Duckworth, A., & Yeager, D. S. (2021). How Can We Inspire Nations of Learners? An Investigation of Growth Mindset and Challenge-Seeking in Two Countries. The American Psychologist, 76(5), 755–767. https://doi.org/10.1037/amp0000647
- Conerty, J.J. (2022). Review of Making school relevant with individualized learning plans: Helping students create their own career and life goals. Education Review (Tempe, Ariz.), 29. https://doi.org/10.14507/er.v29.3369
- Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
- Gargallo-López, B., Almerich-Cerveró, G., García-García, F.-J., López-Francés, I., & Sahuquillo-Mateo, P.-M. a. (2023). University student profiles in the learning to learn competence and their relationship with academic achievement. Revista Española de Pedagogía, 81(286). https://doi.org/10.22550/REP81-3-2023-02
- Kivunja, C. (2015). Teaching students to learn and to work well with 21st century skills: Unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1–11. https://eric.ed.gov/?id=EJ1060566
- Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E.,
- Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3), 847512. https://www.ajpe.org/article/S0002-9459(23)01649-2/fulltext
- Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview, theory into practice, 41:2, 64–70. DOI: 10.1207/s15430421tip4102_2.
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Grading
The assignment will be marked following the rubric below:
| Criteria | Demonstrates mastery (75%–100%) | Demonstrates competence (60%–74%) | Demonstrates abilities in development (50%–59%) | Key areas in need of improvement (40%–49%) | Lacking major components (<40%) |
|---|---|---|---|---|---|
| Learning Plan Timeliness (Week 6) (max. 4 marks) | Submitted plan on-time to correct platform without prompting. (4 marks) | Submitted plan after follow-up, was initially either late or submitted to incorrect platform. (2 marks) | Failed to submit learning plan, even after follow-up. (0 points) | ||
| Description of learning goal (max. 10 marks) | Goal includes a clear component of learning, is measurable, challenging yet attainable. (8–10 marks) | Goal includes a reasonable component of learning, is measurable, reasonably challenging yet attainable. (6–7 marks) | Goal includes a vague component of learning; may not be measurable, is attainable but not evidently challenging. (4–5 marks) | Goal includes an unclear component of learning, may not be challenging and / or attainable in six weeks. (2–3 marks) | Inappropriate or non-existent goal. (0–1 marks) |
| Management of Learning Goal (max. 10 marks) | Identifies a variety of specific resources and clearly explains their uses. Breaks goal down into well-scaffolded and specific tasks, sets effective milestones and check-ins. (8–10 marks) | Identifies a variety of resources and reasonably explains their uses. Breaks goal down into reasonable smaller tasks, sets appropriate milestones and check-ins. (6–7 marks) | Identifies some resources and briefly explains their uses. Breaks goal down into general steps. Milestones and/or check-ins may be confusing or illogical. (4–5 marks) | Identifies vague list of resources but does not explain their uses. Breaks goal down into vague steps. Milestones and/or check-ins may be missing. (2–3 marks) | List entirely unhelpful or no sources at all. Fails to create useful timetable and/or appropriate milestones/check-ins. (0–1 marks) |
| Reflection Self-Direction (max. 20 marks) | Provides a clear stand about planning and monitoring abilities, supports explanation with convincing reasons, and specific examples. (15–20 marks) | Provides a stand about planning and monitoring abilities but reasons may be brief or implied; provides helpful examples. (12–14 marks) | Provides a stand about planning and monitoring abilities but does not give reasons, provides some vague examples. (10–11 marks) | Summarises how they planned and monitored but does not make an explicit stand. Examples may be confusing. (8–9 marks) | Summarises how they planned and monitored incomprehensibly. Missing examples. (0–7 marks) |
| Self-Regulation (max. 20 marks) | Provides a clear stand about ability to address challenges and maintain motivation, supports explanation with convincing reasons and specific examples. (15–20 marks) | Provides a stand about ability to address challenges and maintain motivation but reasons may be brief or implied; provides helpful examples. (12–14 marks) | Provides a stand about ability to address challenges and maintain motivation but does not give reasons, provides some vague examples. (10–11marks) | Summarises how they addressed challenges and maintained motivation but does not make an explicit stand. Examples are confusing. (8–9 marks) | Summarises how they addressed challenges and maintained motivation incomprehensibly. Missing examples. (0–7 marks) |
| Relational Support (max. 20 marks) | Provides clear insight about the role of relational support in learning, supports explanation with convincing reasons and specific examples. (15–20 marks) | Provides insight about the role of relational support in learning but reasons may be brief or implied, provides helpful examples. (12–14 marks) | Provides generic insight about the role of relational support in learning but does not give reasons, provides some vague examples. (10–11 marks) | Summarises the relational support they received but does not offer insight as to how they helped. Examples may be confusing. (8–9 marks) | Summarises the relational support they received but details are irrelevant. Missing examples. (0–7 marks) |
| Values (max. 10 marks) | Explains original insights about personal values and gives reasons for their choices. (8–10 marks) | Explains acceptable insights about personal values, reasons may be brief or implied in examples. (6–7 marks) | Offers generic insight about personal values, examples are vague and do not clearly show rationale for certain choices. (5 marks) | Offers confusing statements about personal values, examples are irrelevant. (4 marks) | Offers illogical explanation about personal values, may be missing examples entirely. (0–3 marks) |
| Clarity of Writing (max. 3 marks) | Explains key ideas coherently and thoroughly within the paragraph, connects paragraphs logically with clear transitions / signposting. (3 marks) | Describes key ideas with some coherence within the paragraph but lacks cohesive flow or transitions between paragraphs. Grammar errors may impede readability in parts. (2 marks) | Missing explanations within paragraphs and clear flow or transitions between paragraphs. (0–1 marks) | ||
| Citations (max. 3 marks) | Uses and cites relevant and reliable sources accurately. (3 marks) | May lack reliable sources and/or use them inaccurately. (2 marks) | No or unreliable / irrelevant sources. (0–1 marks) | ||
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