Autonomous LearningLEARNING

STRATEGIES…

Lina Martínez Paternina2014

Lic. Lía Montalvo

METACOGNITIVE

STRATEGIES

Metacognitive strategies refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.

Teachers who use metacognitive strategies can positively impact students who have learning disabilities by helping them to develop an appropriate plan for learning information.

The activities of Metacognitive strategy selection and application include those concerned with an ongoing attempt to plan, check, monitor, select, revise, evaluate, etc.

Plan / Organize

Identify

Problems

Evaluate

Manage Your Own

Learning

Think-Aloud

Plan / Organize

Before beginning a

task:

• Set goals.

• Plan the task or

content sequence.

• choose strategies.

• Preview a text. Identify Problems While working on a task:

• Check your progress on the task.

• Check your comprehension as

you use the language. Do you

understand? If not, what is the

problem?

• Check your production as you use

the language. Are you making

sense? If not, what is the

problem?

EvaluateAfter completing a task:

• Assess how well you have

accomplished the learning task.

• Assess how well you have used

learning strategies.

• Decide how effective the

strategies were.

• Identify changes you will make the

next time you have a similar task

to do. Manage Your Own Learning • Determine how you learn best.

• Arrange conditions that help you

learn.

• Seek opportunities for practice.

• Focus your attention on the

task.

Think-Aloud

Great for reading comprehension and

problem solving. Think- alouds help

students to consciously monitor and reflect

upon what they are learning. This strategy

works well when teachers read a story or

problem out loud and periodically stop to

verbalize their thoughts. This allows

students to follow the teacher's thinking

process, which gives them the foundation

they need for creating their own strategies

and processes that can be useful for

understanding what they are trying to

comprehend.

Cognitive

Strategies

A cognitive strategy is a mental process or procedure for accomplishing a particular cognitive goal. For example, if students' goals are to write good essays, their cognitive strategies might include brainstorming and completing an outline.

The cognitive strategies that students use influence how they will perform in school, as well as what they will accomplish outside of school. Researchers have found that effective learners and thinkers use more effective strategies for reading, writing, problem solving, and reasoning than ineffective learners and thinkers.

Cognitive strategies can be general or specific (Pressley & Woloshyn, 1995). General cognitive strategies are strategies that can be applied across many different disciplines and situations (such as summarization or setting goals for what to accomplish), whereas specific cognitive strategies tend to be more narrow strategies that are specified toward a particular kind of task (such as drawing a picture to help one see how to tackle a physics problem). Specific strategies tend to be more powerful but have a more restricted range of use. Effective learners use both general and specific strategies.

Strategies have been distinguished from skills. Although skills are similar to strategies, they are different in that they are carried out automatically, whereas strategies usually require individuals to think about what strategy they are using (Alexander, Graham, & Harris, 1998). Effective learners develop the ability to use strategies automatically while also reflecting upon those strategies when necessary. People who are able to reflect upon their own cognition and cognitive strategies are said to have metacognitive awareness.

The use of cognitive strategies

can increase the efficiency with

which the learner approaches a

learning task. These academic

tasks can include, but are not

limited to, remembering and

applying information from course

content, constructing sentences

and paragraphs, editing written

work, paraphrasing, and

classifying information to be

learned.

Content Enhancement

Impacting both the task and the learner using cognitive

strategies is referred to as Content Enhancement. Bulgren,

Deshler, and Schumaker (1997) highlight three important

teacher activities in their model of content enhancement:

• Teachers evaluate the content they cover.

• Teachers determine the necessary approaches to

learning for student success

• Teachers teach with routines and instructional supports

that assist students as they apply appropriate

techniques and strategies.

• In this way, the teacher emphasizes what the students

should learn, or the "product" of learning.

Content Evaluation

When a teacher is comfortable with the

content he/she is teaching, he/she

knows which parts are the most

important, the most interesting and the

easiest (or hardest) to learn.

The use of cognitive strategies can increase the efficiency and confidence with which the learner approaches a learning task, as well as his/her ability to develop a product, retain essential information, or perform a skill. While teaching cognitive strategies requires a high degree of commitment from both the teacher and learner, the results are well worth the effort.

TASK-BASED

STRATEGIES… (USE

WHAT YOU KNOW)

Use Background

Knowledge

Make

Inferences

Make Predictions

Personalize

Use Cognates Paraphrase

Use Background

Knowledge • Think about and use

what you already know to

help you do the task.

• Make associations

between new information

and your prior

knowledge.

• Use new information to

clarify or modify your

prior knowledge.

Make Inferences

• Use context and

what you know to

figure out meaning.

• Read and listen

between the lines.

• Go beyond the text

to understand its

meaning.

Make Predictions

• Anticipate information to

come.

• Make logical guesses about

what will happen in a written

or oral text.

• Make an estimate (math).

• Make a hypothesis (science).

Personalize

• Relate new concepts to

your own life, to your

experiences, knowledge,

beliefs and feelings.

Paraphrase • Use a synonym or descriptive

phrase for unknown words or

expressions.

Use Cognates

• Apply your linguistic knowledge

of other languages (including

your native language) to the

target language.

• Recognize cognates.

TASK-BASED STRATEGIES…

(USE YOUR SENSES)

Use Images

Use Sounds

Use Your

Kinesthetic

Sense

Use Images

• Use or create an actual or

mental image to understand

and/or represent

information.

• Use or draw a picture or

diagram. Use Sounds

• Say or read aloud a word,

sentence, or paragraph to help

your understanding.

• Sound out/vocalize.

• Use your “mental tape

recorder” to remember

sounds, words, phrases,

and/or conversations.

Use Your

Kinesthetic Sense

• Act out a role, for example, in

Readers’ Theater, or imagine

yourself in different roles in

the target language.

• Use real objects to help you

remember words, sentences,

or content information.

TASK-BASED STRATEGIES…

(USE YOUR ORGANIZATIONAL SKILLS)

Apply Patterns

Classify

Take Notes

Use Graphic

Organizers

Summarize

Use Selective

Attention

Apply Patterns

• Apply a rule.

• Make a rule.

• Recognize and apply

letter/sound, grammar,

discourse, or register rules.

• Identify patterns in

literature (genre).

• Identify patterns in math,

science, and social studies.

Classify

• Categorize words or ideas

according to attributes.

• Classify living things;

identify natural cycles.

• Identify order and

sequences in math,

science, and social

studies.

• Sequence events in

history.

Take Notes

• Write down important

words and ideas while

listening or reading.

• List ideas or words to

include in speaking or

writing.. Use Graphic Organizers

• Use or create visual

representations (such

as Venn diagrams, time

lines, webs, and charts)

of important

relationships between

concepts.

Summarize

• Create a mental,

oral, or written

summary of

information.

Use Selective Attention

• Focus on specific

information, structures,

key words, phrases, or

ideas.

TASK-BASED STRATEGIES…

(USE A VARIETY OF RESOURCES)

Access Information

Sources

Cooperate

Talk Yourself

Through It

(Self-Talk)

Access Information Sources

• Use the dictionary, the

internet, and other

reference materials.

• Seek out and use sources

of information.

• Follow a model

• Ask questions

Cooperate

• Work with others to

complete tasks, build

confidence, and give

and receive feedback.

Talk Yourself Through It

(Self-Talk)

• -Use your inner resources.

Reduce your anxiety by

reminding yourself of your

progress, the resources you

have available, and your

goals.

Licenciatura en lenguas extranjeras:

Ingles- Francés

Unisucre