In the educational field, frequent preparation is necessary, so both teachers and students must have a strategy that allows them to improve their studies and training. One of the best tools that can be supported is learning strategies, in this article, we share: what are teaching strategies, differences with teaching strategies, key examples, different types and types of activities to implement in the classroom. a series.
As teachers we are interested in getting the most out of our students, however, there are many differences in the quality and quantity of learning strategies, which affect not only the abilities of each student but also the social, economic environment, etc. We make.
We must design this to create the best learning path, not just to satisfy the possibilities of the student.
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Learning is called the process of acquiring knowledge, skills, values, etc. Use experienced teaching. The fundamental process is duplication.
The change in an individual’s behaviour from an experience is defined as learning. We can also define it as a result of learning to learn.
Learning strategies are formulas used for a particular set of subjects where more effective learning processes are carried out for the objectives sought. It is interesting to state:
Technique: These are the activities that the student carries out while learning: repeat, underline, draw, ask questions, participate in class, etc …
Strategies: They are considered guidelines for action to follow. They are essential when it comes to achieving the goal you have set for yourself.
If we think of a basketball team, it is very easy to explain the importance of both technique and strategy, and if this team is not a good strategy given by its coach, then… it is useless. Without this strategy, it would be like a high-end car without an engine.
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There are 5 types of learning strategies in the field of education. The first three help students to create and organize topics to facilitate their learning process, the fourth serves to guide the student’s learning to control their cognitive activity, and the final techniques. Support for the best to be produced on the road.
The types of strategies and different types of learning strategies would be:
This type of strategy relies mainly on the repetition of content, whether it is written or spoken. This is an effective technique that allows you to use a repetition strategy as a reminder base.
We can read aloud, copy material, take notes, etc.
An example of iteration would be learning multiplication tables.
This type of strategy is based on making connections between the new and the familiar, for example: summarizing, taking free notes, answering questions, describing how the information is related, looking for synonyms, etc.
An example would be to associate a word with a sentence for better understanding.
This type of strategy is based on a series of action methods that involve grouping information to facilitate its study and understanding. Learning is very effective in this strategy, because with the techniques of summarizing texts, diagrams, underlines, etc … we can achieve a more permanent training not only in the study part but also in the comprehension part.
The organization must be guided by the teacher, although eventually, it will be the student who is organized.
This type of strategy is based on being able to monitor the strategy that is being used, the success that they have achieved and the behaviour of each student to adopt it. Understanding is the foundation of the study.
They monitor the action and thinking of the student and are characterized by a high level of consciousness. These include planning, regulation, and final evaluation.
These include planning, regulation, and final evaluation. Students must be able to direct their behaviour for the purpose of learning using an arsenal of previously acquired understandings and performance strategies.
For example, divide the task into sequential steps, select prior knowledge, ask questions.
Look for new strategies in case the old one doesn’t work. During learning, the student must explore their learning paradigm.
This type of strategy is based on improving the effectiveness of learning strategies, improving the conditions in which they occur, establishing motivation, focusing attention and concentration, managing time, etc.
Also noting what type of formulas would not work for us with certain study environments. The effort of the student together with the dedication of his teacher will be essential for his development and final goal.
As much as we talk about learning strategies, their value, their types etc … they are useless if we don’t know how to teach them later. There are currently courses for teaching-learning strategies, but one of the difficulties of these strategies is that there is a risk that students do not know how to take advantage of them.
Then they would be useless, that is why many experts say that learning strategies should be implemented as one more part of the general study system.
To keep in mind is that the student will apply the strategy taught with the supervision of the latter, in this phase the teacher will be watching that the work is executed in the best possible way and also guiding them.
But using a guided interrogation, that is, asking the student questions about what he is doing, how he thinks it would be done better, how the student thinks it could be improved and what would be the options for which the student would modify the strategy or his own learning strategy.
It is interesting to ask the student how you have done it? what have you done after what steps have you followed? What is your opinion? (Without assuming at first neither something good nor something bad). Then modifying his behaviour if we see that it is not correct or if he could do something better.
The teacher can make the most of the student’s abilities by increasing, reducing or eliminating some of the strategies that he already possessed.
The constructive conception maintains that the idea of the purpose of the education that is imparted in the schools is to promote the student’s personal learning processes. One of the constructive ways is to teach to think and act as the psychologist Jean Piaget said.
Learning occurs if a series of conditions are met: that the student is able to relate information in a non-arbitrary way. Motivation is what generates practice if the will to learn is stimulated.
This is where the role of the teacher is more important, which should induce that motivation so that they can then apply them in class.
Motivation is not a teaching technique, but an important factor in all learning. Simple techniques, such as starting a class with a joke, could arouse students’ curiosity.
Many techniques or strategies are useless if later the student does not feel any motivation for what he is doing. The factors may be due to the family, social environment, etc, but also to the connection between teacher and student.
The messages transmitted by the teacher, the form etc, will make the student feel motivated in the learning process.
The primary goal of learning strategies is to make students become more effective learners. Research on the subject has shown us several ways to do it. But among the three best-known learning strategies are the Masonic, the structural and the generative.
These different learning styles – visual, auditory, reading/writing, and kinesthetic – were identified after thousands of hours of classroom observation.
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