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Chapter 5

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

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Chapter 5

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  1. Strategies Wang Yun-Ching Chapter 5

  2. Learning strategies The special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. (O'Malley&Chamot,1990)

  3. Learning Strategies Metacognitive 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

  4. 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

  5. Learning Strategies Social / Affective Strategies

  6. Learning Strategies Teachers: • 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?)

  7. Teaching ways Mnemonics

  8. A memory system often involves visualization and/or acronyms.

  9. Mnemonics-Examples

  10. ARat 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

  11. 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

  12. 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

  13. 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

  14. Teaching ways Rehearsal Strategies Rehearsal is used when verbatim recall of information is needed. Visual aids • Flash cards • engage students during rehearsal Cognitive strategies • Underling • note-taking

  15. 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

  16. flow charts semantic maps

  17. Teaching ways Comprehension strategies Teachers incorporate instruction that includes strategies such as prediction, self-questioning, monitoring, determining importance, and summarizing.

  18. 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.

  19. 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.

  20. 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.

  21. 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.

  22. Scaffolding Techniques Vygotsky------- Zone of Proximal Development (ZPD)

  23. Scaffolding Verbal 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

  24. 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

  25. Higher-Order Questioning

  26. 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

  27. Conclusion

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