Autonomous LearningLEARNING

STRATEGIES…

Lina Martínez Paternina

2014

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