Learning autonomy in learning

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And how to teach it? How to teach to learn?

And how to teach it? How to teach to learn?
Of course, you can just go to the class and say: “Today the topic of the lesson is such and such, write it down and do the exercise.” But this does not develop the ability to learn independently. This skill has its own tools that need to be passed on to the child so that he can understand what he can and cannot do, how to change himself, how to control himself and evaluate the result.
With the traditional approach, all the tools of "authorship" are concentrated in the hands of the teacher. The teacher plans the course and lesson, sets a goal, monitors its achievement and evaluates it. Our task is for the student to become a co-author of his studies, so we teach him to be independent. Therefore, our task is to help achieve this. When you see that he needs help, be sure to use the services of proofreading academic documents and this will help prepare students in a quality manner. This is a very good way to help the student become the author of their own learning.
Meaningful assessment tools have been developed in Russia. But I did not find a planning tool. I had to come up with
My students at the beginning of the course, in September, draw up a “subject map”. From it follows a plan for a year or more: what we want to learn.
What does this map look like?
A subject map is a visualization of sections of a school course and the connections between them. "Map" is born in the general discussion. Work on it begins with the question: “What skills can be acquired or developed in the lessons of our subject?” These skills are grouped into sections of the course.If we talk about the subject "Russian language", then everything that we are trying to study is divided into three large sections: spelling, linguistics and working with text (creating and interpreting text). Each of these sections consists of its subsections. For example, spelling consists of spelling and punctuation. Next, we look at what connections there are between these sections and whether there are cases when it is not all the same in which direction to move. For example, what should be learned first: syntax or punctuation, morphemics or spelling? At this point, the "map" is covered with arrows that show where "one-way traffic" is between the sections. Next, we look at what we already know well and what is worse. We determine the priority in the study for a year or several years. We look at the map, which skills will need to be repeated in order to move to a new section. This is how a plan is formed in which there is a non-random set in the repetition zone and a logical order in learning new things. If the child understands this order, say, why syntax comes first, and then punctuation, he will be able to plan his work on the subject correctly.