Learning strategy: Difference between revisions
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== Definition == | |||
According to J. Hasanbegovic<ref>IGIP Course materials</ref> {{quotation | learning strategies refer to Students' self-generated thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals}}. | |||
== Types of learning strategies == | == Types of learning strategies == | ||
Globallly, one could distinguish among the following kinds | |||
* Disciplinary heuristics (e.g. "Look at this and that" kind of advice) | |||
* General problem-solving heuristics | |||
* [[Metacognition]] | * [[Metacognition]] | ||
=== Cognitive vs. behavioral vs. self-regulating === | |||
Warr & Allan (1998) distinguish between three categories according to the kind of resources used in the regulation of behavior: | Warr & Allan (1998) distinguish between three categories according to the kind of resources used in the regulation of behavior: | ||
| Line 16: | Line 22: | ||
=== Metacognition === | === Metacognition === | ||
See the [[metacognition]] article. | See the [[metacognition]] article for details. | ||
* Blakey and Spence (1990) describe techniques that facilitate metacognition, or "thinking about thinking." Citing the educational value of student-owned learning, the authors suggest that thinking about one's own behavior is the first step towards directing that behavior and learning how to learn. The strategies they discuss as a means to developing metacognition include: "identifying 'what you know' and 'what you don't know'"; "talking about thinking"; "keeping a journal"; "planning and self-regulation"; "debriefing the thinking process"; and "self-evaluation." | * Blakey and Spence (1990) describe techniques that facilitate metacognition, or "thinking about thinking." Citing the educational value of student-owned learning, the authors suggest that thinking about one's own behavior is the first step towards directing that behavior and learning how to learn. The strategies they discuss as a means to developing metacognition include: "identifying 'what you know' and 'what you don't know'"; "talking about thinking"; "keeping a journal"; "planning and self-regulation"; "debriefing the thinking process"; and "self-evaluation." | ||
== Learning styles vs. learning strategies == | |||
Issues regarding [[learning style]] are somewhat related, i.e. students that willing and able to think in more abstract terms and/or to critically examine what they do may show better perfomance. | |||
== References == | == References == | ||
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* Swartz, R.J., & Perkins, D.N. (1989). Teaching thinking: Issues and approaches. Pacific Grove, CA: Midwest Publications. | * Swartz, R.J., & Perkins, D.N. (1989). Teaching thinking: Issues and approaches. Pacific Grove, CA: Midwest Publications. | ||
<references/> | |||
Revision as of 17:14, 17 November 2006
Definition
According to J. Hasanbegovic[1] “learning strategies refer to Students' self-generated thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals”.
Types of learning strategies
Globallly, one could distinguish among the following kinds
- Disciplinary heuristics (e.g. "Look at this and that" kind of advice)
- General problem-solving heuristics
- Metacognition
Cognitive vs. behavioral vs. self-regulating
Warr & Allan (1998) distinguish between three categories according to the kind of resources used in the regulation of behavior:
- Cognitive learning strategies: skills in rehearsing a material to be learned or in organizing it into main theme
- behavioral learning strategies: preferences for seeking help from others, for trial and error or for written instruction
- self-regulating strategies: controlling emotions, motivation and comprehension [1]
Metacognition
See the metacognition article for details.
- Blakey and Spence (1990) describe techniques that facilitate metacognition, or "thinking about thinking." Citing the educational value of student-owned learning, the authors suggest that thinking about one's own behavior is the first step towards directing that behavior and learning how to learn. The strategies they discuss as a means to developing metacognition include: "identifying 'what you know' and 'what you don't know'"; "talking about thinking"; "keeping a journal"; "planning and self-regulation"; "debriefing the thinking process"; and "self-evaluation."
Learning styles vs. learning strategies
Issues regarding learning style are somewhat related, i.e. students that willing and able to think in more abstract terms and/or to critically examine what they do may show better perfomance.
References
- Barrell, J. (1995). Teaching for thoughtfulness: Classroom strategies to enhance intellectual development. White Plains, NY: Longman.
- Blakey, E., & Spence, S. (1990). Developing metacognition. ERIC Digest [2]
- Depover Christian, Bruno De Lièvre, Jean-Jacques Quintin, Filippo Porco et Cédric Floquet. Quelques concepts clés issus du modèle cognitiviste, dans Les modèles d'enseignement et d'apprentissage.
- Paris, S.G, Cross, D.R., & Lipson, M.Y. (1984, December). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252.
- Swartz, R.J., & Perkins, D.N. (1989). Teaching thinking: Issues and approaches. Pacific Grove, CA: Midwest Publications.
- ↑ IGIP Course materials