NCO201 Learn to Learn, Learn for Life Tutor-Marked Assignment 1, 2026 | SUSS

NCO201 Tutor-Marked Assignment 1

This individual assignment is worth 60% of the final mark forNCO201 Learn to Learn, Learn for Life.

The deadline for this assignment is:

Note to Students

1. Use the TMA01 Submission Template to complete this assignment located on the L/LG page. Do not change the template formatting.
2. You are to include the following particulars in your submission: Your Name, SUSS PI No., and Submission Date.
3. Academic dishonesty will be penalised. Your answer to this assignment should be your original work, and no parts of it should come from other sources without proper references. In addition, you are not allowed to resubmit work that you have submitted for other courses or a previous enrolment of this course. The University has strict guidelines and will enforce severe penalties for direct and unacknowledged copying of course materials or the work of any other authors. Please refer to the Student Handbook for more details regarding plagiarism.
4. You are required to keep copies of earlier drafts and work to use as evidence of original work.
5. If you use AI tools (QuillBot, ChatGPT, Grammarly, etc), please use the following table to declare your AI usage as an appendix at the end of your submission. Failure to do so can result in a failing mark for plagiarism.

 

6. Your assignment will be uploaded onto Canvas assignments and passed through Turnitin to scan for plagiarism and AI use.
7. You are strongly encouraged to submit your assignments before the specified deadline. 10 marks will automatically be deducted via the grade-book system for each 24-hour block. There is strictly no extension of assignment deadlines. Please refer to the Student Handbook for more details.

Metacognition and Mindset at Work

Being competent at metacognition means you

• understand how learning occurs,
• are aware of your personal strengths and weaknesses as a learner, and
• know how to identify what resources and strategies you need to become a better learner based on your strengths and weaknesses

Having a growth mindset can help you

• take on challenges,
• learn from criticism, and
• bounce back from setbacks in your learning journey

Being aware of your metacognitive competency and mindset can help you identify strengths you can leverage as well as areas that need support so that you can make deliberate decisions about how to approach both your learning and unexpected situations.

This assignment has two parts.

Part I: Learner Profile (By Week 5)

Your learner profile provides a snapshot of where you are at the beginning of this course. It helps you take stock of your individual strengths and weaknesses so that you can be intentional about growing as a self-directed learner. For this part, keep in mind that you are not being marked on your current metacognitive competency or mindset. Rather, you are being assessed for your awareness and insights.

Complete the Metacognitive Awareness Inventory (MAI) and Mindset Questionnaire on the L/LG-page under “Modules”. Answer each questionnaire honestly for the most accurate assessment.

i. Download and complete the Metacognitive Awareness Inventory (MAI).

ii. Select one strength and one weakness from the MAI questionnaire based on the spreadsheet calculation.

iii. Download and complete the Mindset Questionnaire.

iv. Select one strength and one weakness from the Mindset questionnaire based on the spreadsheet calculation.

Use the following table to compile your results. Use the highest and lowest proportional scores as your respective strengths and weaknesses.

1. Explain how the:

metacognitive strength and mindset strength identified in the table above are likely to help you achieve your learning goal? Give reasons and examples to support your explanation.

metacognitive weakness and mindset weakness identified in the table above may hinder your ability to achieve your goal? Give reasons and examples to support your explanation.

(20 marks)

2. Identify one strategy that can strengthen ONE weakness in the context of achieving this goal and explain how you would use it.

(10 marks)

Part II: Learning Experience (Weeks 5–10)

Self-reflection is a critical part of learning.

Certain strategies, resources, and/or approaches may not have yielded the results you expected in this instance. Unforeseen challenges and/or setbacks may have impeded your progress. Or, you may have been surprised by what you accomplished!

As we reflect on our learning experience, we should try to understand why some parts of our plan worked better than others and gain insight into our strengths and weaknesses as learners.

Your insights and reflections can help you develop a lifelong practice of making more informed choices and improving your learning strategies.

3. Analyse three key insights that you have discovered about the way you learn in this reflection. Support your insights with reasons and examples to show how/why they are significant to you.

In your reflection, you may link your insights to any of the components below. You may also choose other learning concepts you have learnt in class or from secondary sources:

• What did you learn about your ability to anticipate problems/areas in need of support and devise strategies to address them beforehand? 
• What did you learn about your ability to keep an eye on your progress and adapt your plan along the way?
• Self-regulation. What did you learn about how you tackle setbacks, problems, or unexpected challenges?
• Social-relational learning. What did you learn about the kind of relational support that works well / does not work well for you?
• Ethical learning. What did you learn about the values involved in learning? This can include character values, principles, or ways that we contribute to our learning communities.
• How has your impression of yourself as a learner and/or learning changed through this learning experience? OR, what is one thing you would do differently the next time you learn something new? Why?

(60 marks)

Other Graded Components

• Appropriate References: Cite all sources, including AI content, using APA format to acknowledge where you have used other people’s ideas to support or substantiate your claims. The reference section is not included in the page count.
• Documentation of progress: Provide photos or screen shots of your learning in progress in the appendix of the TMA01 assignment template.

(10 marks)

Notes for Students

• Use the TMA01 Submission Template. Do not modify the formatting.

 Arial, 12-point font size

 Double-spaced text (only the Learning Plan table may be in single line spacing)

 Margins:

• Top and bottom = 2.54 cm
• Left and right = 2.54 cm

 Suggested length: 5-7 pages. Content beyond the 7-page limit will not be marked.

 Any changes to the formatting will be penalised.

• Not included in the page count:

 Cover page

 Reference section

 Appendix of your MAI and Mindset table

 Appendix of your PCT01

• Use the APA referencing format for in-text citations and the reference section. Cite all sources including course materials.

References

You may use the following articles, readings from the in-class activities, or any of your own sources in your submission:

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444.

https://doi.org/10.1146/annurev-psych-113011-143823

Conerty, J. J. (2022). Review of Making school relevant with individualized learning plans: Helping students create their own career and life goals. Education Review, 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. (2023). University student profiles in the learning to learn competence and their relationship with academic achievement. Revista

Española de Pedagogía, 81(286), 27–45. https://doi.org/10.22550/REP81-32023-02

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., 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. American Psychologist, 76(5), 755–767.

https://doi.org/10.1037/amp0000647

Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American

Journal            of         Pharmaceutical          Education,      84(3), 512–520. https://doi.org/10.5688/ajpe847512

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

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NCO201 TMA 01 Grading

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