chapter 5
DESCRIPTION
Strategies Wang Yun-Ching. Chapter 5. Learning strategies. The special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. (O'Malley&Chamot,1990). Learning Strategies. Metacognitive Strategies - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/1.jpg)
Chapter 5 Strategies Wang Yun-Ching
![Page 2: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/2.jpg)
Learning strategies
The special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information.
(O'Malley&Chamot,1990)
![Page 3: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/3.jpg)
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
![Page 4: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/4.jpg)
![Page 5: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/5.jpg)
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
![Page 6: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/6.jpg)
Learning StrategiesSocial / Affective Strategies
![Page 7: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/7.jpg)
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?)
![Page 8: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/8.jpg)
Teaching ways Mnemonics
![Page 9: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/9.jpg)
A memory system often involves visualization and/or acronyms.
![Page 10: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/10.jpg)
Mnemonics-Examples
![Page 11: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/11.jpg)
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
![Page 12: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/12.jpg)
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
![Page 13: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/13.jpg)
![Page 14: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/14.jpg)
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
![Page 15: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/15.jpg)
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
![Page 16: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/16.jpg)
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
![Page 17: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/17.jpg)
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
![Page 18: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/18.jpg)
flow charts semantic maps
![Page 19: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/19.jpg)
Teaching ways Comprehension strategies
Teachers incorporate instruction that includes strategies
such as prediction, self-questioning, monitoring,
determining importance, and summarizing.
![Page 20: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/20.jpg)
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.
![Page 21: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/21.jpg)
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.
![Page 22: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/22.jpg)
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.
![Page 23: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/23.jpg)
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.
![Page 24: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/24.jpg)
Scaffolding TechniquesVygotsky-------
Zone of Proximal Development (ZPD)
![Page 25: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/25.jpg)
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
![Page 26: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/26.jpg)
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
![Page 27: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/27.jpg)
BLOOMS TAXONOMY
OLD (1956) NEW (2001)
Higher-Order Questioning
![Page 28: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/28.jpg)
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
![Page 29: Chapter 5](https://reader037.vdocuments.us/reader037/viewer/2022110213/56814afd550346895db810b1/html5/thumbnails/29.jpg)
Conclusion