chapter 5

Chapter 5 Strategies Wang Yun-Ching

Learning strategies

The special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information.

(O'Malley&Chamot,1990)

Learning StrategiesMetacognitive Strategies

1. matching thinking and problem-solving strategies to

particular learning situations

2.clarifying purposes for learning

3.monitoring one's own comprehension through self-

question

4.taking corrective action if understanding fails

Learning Strategies

Cognitive Strategies

1.Previewing a story prior to reading

2.Establishing a purpose for reading

3.Consciously making connections between personal

experiences and what is happening in a story

4.Taking notes during a lecture

5.Completing a graphic organizer

6.Creating a semantic map

Learning StrategiesSocial / Affective Strategies

Learning StrategiesTeachers:

Strategies should be taught through explicit instruction,

careful modeling, and scaffolding.

Learners: (Lipson and Wixson,2008)

Declarative knowledge (What is a strategy?)

Procedural knowledge (How do I use it?)

Conditional knowledge (When and why do I use it?)

Teaching ways Mnemonics

A memory system often involves visualization and/or acronyms.

Mnemonics-Examples

A Rat In The House May Eat The Ice Cream

Only Cats' Eyes Are Narrow

Rhythm Help Your Two Hips Move

Not Every Cat Eats Sardines(Some Are Really

Yummy)

Www.fun-with-words.com

Teaching ways SQP2RS(Squeepers) An instructional framework for teaching content with

expository texts.

1.Survey

2.Question

3.Predict

4.Read

5.Respond

6.Summarize

Teaching ways GIST

This summarization procedure assists students in

''getting the gist'' from extended text.

STEPS:

1.Students and teachers read a section of text

together

2.Students underline the most important part of the

text

3.List these words or phrases on the board

4. Write one or two summary sentence by using the listed words

5. Repeat the process through subsequent sections of

the text

6. Write a topic sentence to precede the summary

sentences

Teaching waysRehearsal Strategies

Rehearsal is used when verbatim recall of information is needed.

Visual aids

Flash cards

engage students during rehearsal

Cognitive strategies

Underling

note-taking

Teaching ways Graphic organizers

Graphic organizers are visual displays teachers use to

organize information in a manner that makes the

information easier to understand and learn.

Venn diagrams timelines

flow charts semantic maps

Teaching ways Comprehension strategies

Teachers incorporate instruction that includes strategies

such as prediction, self-questioning, monitoring,

determining importance, and summarizing.

Teaching ways

Directed Reading -Thinking Activity(DRTA)

DR-TA is a very effective activity for encouraging strategic

thinking while students are reading or listening to narrative

(fiction) text.

Steps:

1. Activate and build background knowledge for the content

to be read.

2. Students are encouraged to make predictions about the

text content.

3. Guide students through a section of the text, stopping at

predeterminded places to ask students to check and

revise their predictions.

4. Once the reading is completed, students' preductions can

be used as discussion tools.

5. Students should be guilded to employ the DR-TA process

on their own when reading.

Teaching ways Cognitive Academic Language Learning

Approach(CALLA)

The Cognitive Academic Language Learning Approach

(CALLA) is an instructional model for second and

foreign language learners based on cognitive theory

and research.

Chamot & O'Mally, 1994

1.Mentally active learners are better learners.

2.Strategies can be taught.

3.Learning strategies transfer to new tasks.

4.Academic language learning is more effective with

learning strategies.

Scaffolding TechniquesVygotsky-------

Zone of Proximal Development (ZPD)

ScaffoldingVerbal scaffolding Paraphrasing:

restating a student's response in order to model correct

English usage

Using ''think-alouds'':

carefully structured models of how effective strategy users

think and monitor their understandings

Reinforcing contextual definitions:

use the phrase to provide a definition of the new word

within the context of the sentence

Scaffolding Providing correct pronunciation by repeating students'

responses

Slowing speech, increasing pauses, and speaking in

phrases

Instructional scaffolding

(1) Using an instructional framework

(2) One-on-one teaching,coaching, and modeling

(3) Small group instruction

(4) Partnering or grouping students for reading activities

BLOOMS TAXONOMY

OLD (1956) NEW (2001)

Higher-Order Questioning

Higher-order Questioning

It’s too hard to think of higher-order question on your feet.

Ways to improve stdents higher-order thinking skills:

1.reduce the lingustic demands of responses

2.teach students how to determine levels of questions they

are asked

3.use the insturctional approach Question the Author(QtA)

to develop students' comprehension of textbook material

Conclusion