Learning strategies
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Transcript of Learning strategies
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Chapter 5
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Self-discipline
Self- esteem
Self-determination
Assertiveness
Self-confidence
Motivation
Initiative
Responsibility
Alertness
Judgment
Time Management
Money Management
Personal Skills Needed to Succeed in College Life:
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Finding Information
Analyzing Information
Processing Information
Summarizing
Problem Solving
Critical and Divergent
Thinking
Communication
Study Skills Needed to Succeed in all Subjects:
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Enough sleep
Regular exercise
Enough rest and relaxation
Proper diet and nutrition
Control stress
Provide our body with the following:
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Sit in front of the classroom
Avoid distractions
Sit up straight
Listen for verbal clues
Ask questions as often as possible
Take notes
Some Listening Strategies:
- Record - Recognize - Reflect
- Reduce - Recite - Review
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1. Develop mental focus.
2. Eliminate distractions.
3. Study in a comfortable area.
4. Grasp important concepts.
5. When we read, do not move our lips.
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Underlining is used to highlight important
key words and phrases.
Metaphor, Simile, and Analogy is used
to transpose meaning from idea, concept,
event, experience, or procedure to another.
TPSR. Think-Pair-Share-Reflect – helps
students to process information after
reading a selection.
* Think about the selection
* Pair it
* Share it with a group
* Reflect
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Writing Marginal Notes is related to
underlining in the sense that makes use of a
marker to highlight important points.
Highlighting refers to emphasizing key
word, phrases, or messages in order to
make them stand out among the
surrounding words.
Concept Mapping is the arrangement
of major concepts from a text or lecture
into a visual representation.
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Graphic Organizers are tools usedto organize information for easy recall
and memorization.
1.Charts are timeless and comparison charts
which can be very useful tools for organizing
information; comparison charts can be set up
in columns to compare a variety of concepts.
Box – recording progress on certain skills
Venn diagrams – used for comparing and
contrasting qualities or characteristics
Concept maps – used for showing how
ideas are connected with one another
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Flow Charts – used for displaying sequencing
of events
Timelines – used for showing the historical
events in chronological order
Gantt chart – used to showcase how ideas
are arranged in relation to each other
2. Tables are used to arrange facts and
information in a condensed way into
columns and rows.
3. Outlines reflect the most important ideas
contained in a selection or article.
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T-Chart
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Venn Diagram
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Chain of Events
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Continuum is used for time line showing historicalevents, ages, degrees of something, shades ofmeaning, or rating scales.
Comparison or Contrast – is used to showsimilarities and differences.
Spider Map – is used to describe a central idea: athing, a process, a concept, and proposition.
Reflective Journal – entry the student identifies theactivity and then reflects on the material learned.
PIN chart – is used in analyzing the problem andputting it in a new light or perspective.
SWOT (Strengths, Weakness, Opportunities, Threats)– is used when we evaluate according to its meritsand demerits.
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Story Grammar works best in reading a
story, allows us to ask ourselves some
questions as we read the story.
SQ3R Strategy is applicable to all
subject areas. SQ3R means:
S – Survey Q – Question R – Read
R – Recite R – Review
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Advance Organizer is a textbookclue that provides advanced
information about the material.
Allow us to:1. Preview the material
2. Activate prior knowledge
3. Establish our purpose for reading.
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KWL Strategy helps us organize ourunderstanding of a text. It is a strategy
where:K is for KNOW
W is for WANT TO KNOW
L is for LEARNING
How to Increase Comprehension Make learning sequential.
Rethink at designated points in the lesson.
Summarize what we have read in our notes.
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Recalling Strategies Understand
Desire
Practice
Systematize
Develop associations
Interest
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Mnemonic devices are influenced by
association theory; these are very specific
strategies that help us remember
information.
Questioning is another type of
strengthening the cognitive process.
Contextual clues
Definition or Synonym
Explanation
Example or Illustration
Comparison and Contrast
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Chunking is an aid to learning; ithelps us acquire knowledge and
information. Pattern chunking - is the easiest way
to remember bits of information, finding
patterns.
Categorical chunking – arranging the
information by establishing categories.
• Advantages and Disadvantages
• Similarities and Differences
• Structure and Function
• Taxonomies
• Arrays
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Idea-generating is a strategythrough which we generate ideas.
Brainstorming – is a technique in which
we generate ideas in a spontaneous
manner.
Catchball – term used in business
which means the cross-functional
method for accomplishing two
different goals.
PO- means provocative operation,
popularized by Edward de Bono.
Plus- Minus – Interesting – is another
technique for generating ideas.
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Think-aloud is a very usefultechnique for establishing an initial
model; this verbalizes our thought in
order to demonstrate the needed skill.
Cognitive Apprenticeship – is a
relationship in which an expert
stretches and supports a novice’s
understanding and use of the culture’s
skills.
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Scaffolding means peer supportwhich becomes one way of resolving
the gaps in understanding.
Emotional Scaffolds are temporarybut reliable teacher-initiated
interactions that support students’
positive emotional experiences to
achieve a variety of classroom goals
(Schutz & Pekrun 2007).
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Some Principles of Effective Learning:
1. Knowing what we know.
2. Knowing between ease and familiarity
of knowledge.
3. Opening sesame to learning.
4. Learning is not always perfect.
5. Processing our experience trough
cognitive structures.
6. Learning is a lifelong process.
7. Developing the attitude of flexibility
about classroom management.
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8. Being a lifetime learner.
9. Teaching and learning.
10. Planning for time and space affects the
learning tasks in the classroom.
11. Starting where the students are.
12. There are several factors that influence
learning.
13. Providing a knowledge base about the
aspects of assessment an evaluation.
14. Obtaining the information and
knowledge through the senses.
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Vision, mission, and philosophy of the
school.
Goals and objectives of the school.
Standards of instruction.
Characteristics of students.
Planning is nothing more than thinking about
what we want to accomplish. The process of
planning should consider the following
aspects:
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Theme or unit.
Time allotment.
Cognition and metacognition.
Special needs.
Assessment techniques.
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Cognitive objectives
Performance objectives
Consequence objectives
Affective objectives
Exploratory objectives
Specifying the Learning Objectives:
Criteria:
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Content describes the specificsubject matter.
Behavior describes what studentswill do to show that they have
learned.
Components of Learning Objectives:
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S is specific
M is Measurable
A is Attainable
R is realistic
T is time-bound
SMART principle where:
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S is specific
M is Measurable
A is Attainable
R is realistic
T is time-bound
E is essential
R is result-oriented
SMART principle can be made even
SMARTER where:
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Condition deals with all thecircumstances, situations or settings
under which the learners will perform
the desired behavior.
Criterion refers to the level ofacceptable performance. It is also
the standard describing mastery
level of student performance of a
behavior.
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Appropriateness of the objectives
to the learning outcomes.
Logical learning outcomes.
Attainability of objectives.
Harmony between the objectives
and the philosophy of the school.
Harmony between objectives and
basic principles of learning.Factors (Readiness, Motivation, Retention, Transfer)
Criteria for Selecting Learning Objectives:
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Taxonomy – is a hierarchical model that
describes classification and sequencing
procedures.
Taxonomy of Learning Objectives:
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