Learning strategies

Strategies

By María Zúñiga and Ricardo Berrio

1. Metacognitive

2. Cognitive

3. Social-affective

Learning strategies are considered  to be effective in teaching when students are guided on how to make their thinking autonomous. Students self-regulate their learning, among the various strategies there are three to be covered, which are:

We have different strategies...

Metacognitive

Metacognition is defined by being aware or understanding one's mental processes.

1. Matching thinking and problem-solving strategies to particular learning situations.

2. Clarifying purposes for learning.

3. monitoring one's own comprehension on a specific topic.

4. Correcting in case understanding fails.

Once a classroom is set ready for learning, the use of metacognitive strategies is perfect when improving the ability of criticalthinking in students.

Cognitive

Cognitive strategies require students to organize what has been learned to self-regulate their learning. In other words, when a piece of knowledge is acquired by the student, it doesn't suffice just to have it in there, it is also necessary to relate that knowledge to individual activities that a student is doing, or for example, connecting a previous experience to a story that is being read in the classroom.

Social-affective

These can be defined as the effect the social and affective factors have on learning. Learning can be enhanced when students interact with each other, making it more fun and easier for them to process knowledge.

Scaffolding strategies

There are two scaffolding strategies:

1. Verbal: These are best implemented by the teacher once it has been previously considered the students' ESL' existing levels of language development. In short, verbal strategies are used to improve and transition the student's language proficiency.​

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​2. Instructional scaffolding strategies:

These strategies can be used as a form of graphic organizers. These help the students visually to aid comprehension with a text being read, it is very common in almost all books​.

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Higher-order questioning

Higher-order questioning refers to the strategies implemented by a teacher aiming at having his-her students think more analytically. The higher-order questioning strategy was thought to be more effective if it is used on the premise that Bloom's taxonomy can potentially create a reaction in how students' knowledge develops from understanding to thinking in abstract ways and further. It is said that implementing the following words potentially will elicit higher-order questioning in students.