Learning strategy: Difference between revisions
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== Definition == | == Definition == | ||
According to | According to Jasmina 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 == | ||
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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. | 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. | ||
A learning style refers to the relationship between individuals and their ways of learning <ref>IGIP Course materials</ref> whereas learning strategies refer to attitudes and behavior that is oriented towards goals. | |||
As an examples one could quote oppose: | |||
<table style="text-align: left;" border="1" | |||
cellpadding="2" cellspacing="2"> | |||
<tr> | |||
<th>Learning style</th> | |||
<th>Learning strategy</th> | |||
</tr> | |||
<tr> | |||
<td>self-assessment</td> | |||
<td>self-assessment</td> | |||
</tr> | |||
<tr> | |||
<td>field-dependent</td> | |||
<td>field-independent</td> | |||
</tr> | |||
<tr> | |||
<td>cognitive level</td> | |||
<td>plus meta-cognitive level</td> | |||
</tr> | |||
<tr> | |||
<td>learner preference</td> | |||
<td>learner competence</td> | |||
</tr> | |||
</table> | |||
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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. | ||
== Footnotes == | |||
<references/> | <references/> | ||
Revision as of 17:21, 17 November 2006
Definition
According to Jasmina 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.
A learning style refers to the relationship between individuals and their ways of learning [2] whereas learning strategies refer to attitudes and behavior that is oriented towards goals.
As an examples one could quote oppose:
| Learning style | Learning strategy |
|---|---|
| self-assessment | self-assessment |
| field-dependent | field-independent |
| cognitive level | plus meta-cognitive level |
| learner preference | learner competence |
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.