Teaching strategy

Purpose or determined action plan

used by the teacher for a specific
content, this plan includes: structure,
desire learner behavior, an outline
and goals of instruction.
Learning strategy
specific action taken by the learner
to make learning easier, faster, more
enjoyable, more self-directed, more
effective, and more transferable to
new situations
LEARNING STRATEGIES
When students use strategies,
cooperative skill performance is
close to 100 percent.
There are no intrinsically
good strategies because
people need to discover
their own.
STRATEGIES
SLudenLs use Learnlng SLraLegles Lo help Lhem
undersLand lnformauon and solve problems.
SLudenLs who do noL know or use good learnlng
sLraLegles oen learn passlvely and ulumaLely fall ln
school.
Learnlng SLraLegy lnsLrucuon focuses on maklng
sLudenLs more acuve learners by Leachlng Lhem how
Lo learn and how Lo use whaL Lhey have learned Lo be
successful.
Direct
Memory
Cognitive
Compensation
Indirect
Metacognitive
Affective
Social
Memory strategies
Memory strategies are based on simple
principles like laying things out in order,
making association, and reviewing.
These principles are employed when a
learner faces challenge of vocabulary
learning.
The use of memory strategies are most
frequently applied in the beginning
process of language learning.
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When a new concepL ls lnLroduced, learners
assoclaLe LhaL Lo someLhlng Lhey now or Lhey are
famlllarlzed wlLh , for example a new Word ls
relaLed Lo someLhlng Lhey own, know, wanL or
have experlenced.
mlschlevous= a polluclan,
Mr. burns
l have Lraveled a loL.= experlence (my lasL Lrlp Lo Lurope)
Consplcuous
lullaby
far-feLched
dlverslon
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Learners make Lhelr own senLences Lo memorlze and
lnLernallze new grammar concepLs or/and vocabulary.
e.g.
8un Lrrands.
l have Lo run some errands nexL SaLurday.
used Lo.
l used Lo llve ln a small Lown.
MlghL
She mlghL need some help.
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Cabbage
CarL
Shelf
CusLoms omce
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Saw
uealL
lelL
8oughL
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Make 3 dlerenL senLences uslng Lhe
words from Lhe boxes below.
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Learners vlsuallze Lhe new word/
concepL raLher Lhan memorlze lL's
meanlng or funcuon. llashcards and
posLers are used ln Lhls process.
hup://www.languagegulde.org/engllsh/vocabulary/money/
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Work ln palrs,look aL Lhe plcLures and
descrlbe Lhem Lo your parLner, make a
menLal lmage based on Lhe descrlpuons.
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learners use of rhymes Lo memorlze new concepLs
and vocabulary.
CloLhlng vocabulary:
[ackeL,shoes,dress,shrlL,sklrL,ue,sulL,[eans.
lor a parLy l wear a ue [ackeL-rackeL
And klss my mom good bye. SulL-fooL
l have new shoes [eans-beans
8uL l sLalned Lhem wlLh [ulce SklrL-lrL
Mary's wearlng a dress,
8uL her halr ls a mess.
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Make a llule poem/rap rhymlng Lhe
followlng words:
lood and drlnks
1omaLo-cabbage-sugar-beef-
chlcken-apple-cream-cheese-bread
Soda-coee-Lea-waLer-wlne
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When learnlng a new word or concepL
learners perform or acL ouL Lhe acuon or
word ln order Lo record Lhe new lnformauon
ln Lhelr braln.
e.g
?awn-sneeze-scraLch-up Loe-sklp-march-spln
Simon says
In pairs:
Make a list of 10 action verbs.
Play simon says with another group.
Cognitive strategies
The target language is manipulated or
transformed by repeating, analyzing or
summarizing. The four sets in this group are:
Practicing, Receiving and Sending Messages,
Analyzing and Reasoning, and Creating Structure
for Input and Output.
Practicing is the most important in this group
which can be achieved by repeating, working
with sounds and writing, and using patterns.
roblem-solve
.=>? = @=AB?
Cuesuon: ?ou save $3 on Monday, each
day aer LhaL you save Lwlce as much as
you saved Lhe day before lf Lhls pauern
conunues, how much would you save
on lrlday?
C=D EFG HFB4? @I?
8!FAB?.J
! Pow can you solve Lhe problem
AnSWL8:
! ?Cu SAvL $48 Cn l8luA?
! Monday--------3
! Luesday--------6
! wednesday----12
! 1hursday------24
! lrlday----------48
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When learners lmlLaLe nauve speakers'
accenL ln order Lo pracuce pronunclauon of
new words and phrases ln vldeos, movles,
songs and 1v shows.
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Learners pracuce wlLh homonyms and bulld word webs
wlLh Lhe dlerenL meanlngs for a word dependlng on lLs
conLexL.
e.g
8ear (anlmal) and bear (carry)
porLer (a weak beer) and porLer (a man who carrles
luggage)
lean (Lhln) and lean (resL agalnsL)
lap (Lo drlnk wlLh Longue) and lap (a clrculL)
plane (a Lool) and plane (a Lree)
plaln (ordlnary looklng) and plaln (aL counLry)
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ln palrs nd a dlerenL meanlng for Lhe
words llsLed below.
sklp mlss
pluck Lype
Lraln uke
bow quall
falr lle
Lead blue
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sklp (Lo [ump) and sklp (Lo mlss ouL)
mlss (unmarrled woman) and mlss (Lo overlook)
pluck (Lo remove feaLhers) and pluck (bravery)
Lype (Lo wrlLe vla keyboard) and Lype (a sorL)
Lraln (a loco and Lrucks) and Lraln (Lo Leach)
uke (a sLroke of luck lluke ( Lhe ns on a whales Lall)
bow (bend forward) bow (fronL of a shlp)
quall (cower) quall (blrd)
falr (appearance) falr (reasonable)
lle (horlzonLal posluon) lle (falsehood or unLruLh expressed as
LruLh)
lead (meLal) Lead (sLarL o ln fronL)
blue (Lhe color) blue (Lhe feellng of sadness)
Learning cognates
Lwo words LhaL have a common orlgln are
cognaLes. MosL oen, cognaLes are words ln Lwo
languages LhaL have a common eLymology and
Lhus are slmllar or ldenucal. lor example, Lhe
Lngllsh "klosk" and Lhe Spanlsh qulosco are
cognaLes because Lhey boLh come from Lhe
1urklsh kosk.
lndusLry-lndusLrla
8yclcle-blclcleLa
lraglle-fragll
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ln palrs make a llsL of 10 cognaLes.
lor more cognaLes:
http://www.esdict.com/English-Spanish-Cognates.html#.UGEzqLIf41M
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Learners use compensauon sLraLegles for
comprehenslon of Lhe LargeL language when
Lhey have lnsumclenL knowledge of Lhe LargeL
language. 1hese sLraLegles make up for Lhe
declency ln grammar and vocabulary. When
learners do noL know new words and
expresslons, Lhey guess Lhe meanlng.
A learner brlngs own llfe experlence Lo lnLerpreL
daLa by guesslng. SLudenLs brlngs own llfe
experlence Lo lnLerpreL daLa by guesslng.
Compensauon sLraLegles are also used ln
producuon when grammaucal knowledge ls
lncompleLe.
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1he ablllLy Lo guess meanlng from conLexL ls a useful sklll Lo
pracuce and Lry Lo lmprove.
1he Lhlngs whlch wlll help you work ouL Lhe meanlng of an
unfamlllar word are:
a) Lhe meanlng of Lhe LexL whlch surrounds lL,
b) Lhe way Lhe word ls formed,
c) your own background knowledge of Lhe sub[ecL.
Cuesslng ls useful only when you can lnLerpreL/undersLand Lhe
surroundlng LexL. lf you
Lhlnk you have exhausLed Lhe conLexLual lnformauon avallable Lo
guess aL Lhe word, LCCk l1 u ln A ulC1lCnA8?.
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1) 1he uger's roar could be heard ln vlllages far away.
WhaL does roar probably mean?
A) food a uger eaLs
8) a uger's dream
C) a uger's ear
u) a sound a uger makes
2) 1he LhoughL of eaung a raL ls abhorrenL Lo mosL people.
WhaL does abhorrenL probably mean?
A) fun, llvely
8) horrlble, repugnanL
C) dellclous, LasLy
u) sweeL, sugary
3) ?ou can LrusL Lhe salesmen aL LhaL sLore because Lhey always
conducL buslness ln an aboveboard manner.
WhaL does aboveboard probably mean?
A) honesLly, openly
8) sneaky, dlshonesL
C) horrlble, repugnanL
u) sLrange, unusual
4) eLra has so many frlends because she ls a gregarlous person.
WhaL does gregarlous probably mean?
A) lnLroverLed, self-conLalned
8) shy, quleL
C) frlendly, ouLgolng
u) rude, hosule
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Learners waLch a vldeo cllp , movle or llsLen Lo a
dlalogue and predlcL Lhe response or whaL Lhe
person wlll say ln order Lo pracuce
comprehenslon, coheslon and uency.
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1hese go beyond Lhe cognluve mechanlsm and
glve learners Lo coordlnaLe Lhelr learnlng. 1hls
helps Lhem Lo plan language learnlng ln an
emclenL way.
When new vocabulary, rules, and wrlung sysLem
confuse Lhe learner, Lhese sLraLegles become vlLal
for successful language learnlng.
1hree seLs of sLraLegles belong Lo Lhls group and Lhey
are: CenLerlng ?our Learnlng, Arranglng and lannlng
?our Learnlng, and Lvaluaung ?our Learnlng.
CenLerlng learnlng: glve a focus Lo Lhe learner so LhaL Lhe
auenuon could be dlrecLed Loward cerLaln language
acuvlues or skllls.
Arranglng and plannlng learnlng: help learners Lo
organlze so Lhey may geL maxlmum beneL from Lhelr
energy and eorL.
Lvaluaung learnlng: helps learners wlLh problems llke
monlLorlng errors and evaluauon of progress.
Pere some examples:
Learners:
1ry Lo speak engllsh all Lhe ume.
LlsLen and pay auenuon everyume someone
speaks Lngllsh.
lan speclc ume Lo pracuce Lngllsh
Look for new readlng maLerlal
SeL speclc goals
http://rubistar.4teachers.org/
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1he aecuve facLors llke emouon, amLude, mouvauon,
and values lnuence learnlng ln an lmporLanL way.
1hree seLs of sLraLegles are lncluded ln Lhls group:
Lowerlng ?our AnxleLy,
8anlsh boredom,
read and wrlLe more
plan Lo succeed
Lncouraglng ?ourself
1aklng ?our Lmouonal 1emperaLure.
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1hese are very lmporLanL ln learnlng a language
because language ls used ln communlcauon and
communlcauon occurs beLween people.
1hree seLs of sLraLegles are lncluded ln Lhls group:
Asklng Cuesuons
Cooperaung wlLh oLhers
LmpaLhlzlng wlLh CLhers.
Learners can apply Lhe sLraLegy of cooperaung
wlLh oLhers by dolng someLhlng LogeLher ln Lhe
language Lhey are learnlng.
Pere some Lxamples.:
ChaL rooms,movle clubs,readlng club,
aruclpaung ln forums, debaLe conLesL, creaung a
blog, soclal newworks among oLhers.
Conclusion
Language learnlng sLraLegles, faclllLaLe Lhe
learnlng of Lhe LargeL language by Lhe
language learner. Slnce Lhe facLors llke age,
gender, personallLy, mouvauon, self-
concepL, llfe-experlence, learnlng sLyle,
anxleLy, eLc. aecL Lhe way ln whlch
language learners learn Lhe LargeL language,
sLraLegles help Lhem undersLand, learn, or
remember new lnformauon.