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Learning Strategies

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Why are LS important?

Learning is a dynamic process learners are better learners foster autonomy and selfregulation can be learned and taught strategies can be transferred to new tasks address different learning styles, so that students select the ones they 4/21/12

Active They

Strategies Learning They

How do the different types of LS help students English learning process?

Metacognitive: Social

Self-assess and plan

affective: Get help from others, collaborate with others, get more practice opportunities by accepting differences Memorize, retrieve, understand, and organize new information
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Cognitive:

Metacognitive strategies

Implement them after each activity to give feedback about what was done, so that students can plan ways to strengthen weak areas (what materials, when, how often) Check if students understand the LS being worked on in class Show students how to be prepared for class in advance Focus on the objectives of the class and their accomplishment Seek opportunities for practice
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Social Affective
Help students
Communicate Explain

better, and not to depend too much on the teacher words they do not know the exact term by paraphrasing, asking for help, confirming information, etc. for clarification and help a better learning environment social competence 4/21/12

Ask

Create

Develop

Cognitive
Memorize Organize Study Foster Have

new vocabulary

and review new information

for quizzes and exams

a more effective learning of language patterns students make better use of learning tools (books, dictionaries, tech tools) and other options to keep their English up (vocabulary notebooks, 4/21/12

How to go over LS in the classroom

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Preparation
Raise

awareness

Learning There

is not a result of luck or a predisposed ability is more than one way to solve a problem problems to in order to select, present or recycle the most suitable learning strategy when lesson planning
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Predict

Presentation
Name

of the strategy each step possible transfers

Modeling Identify Explain

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Practice and Evaluation

Do

a guided practice strategies

Recycle Have

students check if they did an effective use of the strategy how useful it was

Analyze

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Expansion
Advise Have

students to use it in other contexts students compare the strategy to others and decide which one works best for them independent use of learning strategies when else a new strategy could be applied
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Praise

Brainstorm

Conclusions and final suggestions

LS,

more than normal activities in class, need to be structured in a way that they eventually become habits. teachers, can discover the best strategy to work in class according to the topic, the language, and the skills to be developed in the lesson. on only one strategy per lesson, and try to connect it to the task, pretask, or language focus. 4/21/12

We

Work