LEARNING STRATEGIES

LUZ AMPARO SÁNCHEZ NOY

INTRODUCTION
Monitors and Teachers as our task to ensure that our students learn, not
However the result does not always meet our expectations and our efforts. And is that
learning depends on several factors: ability, motivation, prior knowledge, or
learning strategies.

Learning strategies are the set of activities, techniques and methods are planned
according to the needs of students, the objectives sought and the nature of
knowledge, in order to realize the learning process.

Define learning strategies involves having clear course objectives, design of the
teaching, learning design, according to Weinstein and Mayer (1986), strategies
learning are the actions of students and thoughts that occur during learning,
that have great influence on the motivation and include aspects such as acquisition,
retention and transfer. These authors consider the strategies and techniques that can be
taught to be used during learning. Thus, the goal of any strategy particular learning will affect
the motivational and emotional state and the manner in which the student selects, acquires,
organizes and integrates new knowledge.

In any case the decision facing the choice of a learning strategy will start to understand it as a
means of building knowledge, from the analysis, assessment, critical thinking, reflection and
debate.
Going back to Newman and Wehlage (1993), the strategies used to learning should be targeted
toward authentic learning as it is characterized by five characteristics: high-level thinking, depth
of knowledge, connections with the real world, substantive dialogue and social support for the
student achievement.

Social support to student use

Substantive dialogue

Connections to the real world

Depth knowledge
A vital element in the development of learning
strategies High-level thinking is provided by the learning environment
according to Honebein (1996) should consider the
elements inserts in figure.

1. CLASSIFICATION OF LEARNING STRATEGIES IN THE FIELD ACADEMIC.

We have identified five general types of strategies in education. The first three help students to
develop and organize content for easier learning (processing information), the fourth is intended
to control the activity of student mental direct learning and, finally, the fifth of learning support for
its occurrence in the best possible conditions.

1.1 Testing Strategies.

Are those that actively involves the repetition of content (say, writing), or focus in key parts
of it. Examples:
•Repeat aloud words, mnemonics, copy the object of learning material, take verbatim notes,
underlining.
1.2 Development strategies.
They involve making connections between new and familiar. For example:
•Paraphrasing, summarizing, creating analogies, take notes, not literal, answer questions
(theincluded in the text or the student can be formulated), describe how it relates to new
information with existing knowledge.
1.3 Organizational strategies.
Group information to make it easier to remember. They involve imposing structure content
learning, dividing it into parts and identifying relationships and hierarchies. Examples
include as:
•Summarize a text, outline, underline, overview, semantic network, concept map, ordered
tree.
1.4 Control strategies for understanding
These strategies are linked to Metacognition. Involved remain aware of what is trying to
achieve, keep track of the strategies used and the success with them and adapt behavior
consistent
If we used the metaphor to compare the mind with a computer, these strategies act
as a central processor computer. They are a supervisor of thought and action the student,
and are characterized by a high level of awareness and voluntary control.
Among the metacognitive strategies are: planning, regulation and evaluation
• Planning strategies.
Are those by which direct and control student behavior. They are, therefore,
before the students take some action. Activities are held as:
• Establish the purpose and learning goal
• Select the background that are necessary to carry out
• Decomposing the task in successive steps
• Scheduling a timetable for implementation
• Provide the time needed to accomplish this task, resources needed, the effort needed
• Select the strategy to follow
• Regulation strategies, management and supervision.
They are used during the execution of the task. Indicate the capacity that the student has to
follow layout plan and verify its effectiveness. Activities are performed as:
• Ask questions
• Follow the path traced
• Adjust the time and effort required by the task
• Modify and seek alternative strategies in case the previously selected not effective.
• Evaluation strategies.
They are responsible for verifying the learning process. Are conducted during and after the
process. Activities are performed as:
• Review the steps.
• Assess whether they have succeeded or not the proposed objectives.
• Assessing the quality of deliverables.
 • Deciding when to complete the process undertaken when to pause, the duration of the
breaks, etc..
1.5 Strategies support or emotional
These strategies do not address directly the learning of content. The mission fundamental
of these strategies is to improve the effectiveness of learning by improving conditions. in
which it occurs. They include:
•establish and maintain motivation, focus attention, stay focused, handle anxiety, manage
time effectively, and so on.
Finally note that some authors relate the learning strategy with a guy specific learning
disabilities. For these authors each type of learning (association / by restructuring) would be
linked to a range of strategies that are specific.
•Associative learning: STRATEGIES FOR TEST
•Learning by restructuring: STRATEGIES FOR DEVELOPMENT, OR
ORGANIZATION.
2 THE TEACHER TO THE LEARNING STRATEGIES.
The main difficulty in Teaching versus learning strategies is the refusal of any Innovation:
The teaching of learning strategies involves the use of a certain methods, in many cases
other than those that teachers had been using. To some professionals, this is an inference
with accepted practice, and reject it.

Another difficulty lies in the ignorance of own learning process: Teaching these strategies
depends largely on the ability of the teacher having to discuss the learning with their
students. It is therefore necessary that it be able to make conscious its own learning
process. Finally the choice of a learning strategy also depends on training
developed methods for teaching a specific content.

3 STRATEGIES TO STUDENT LEARNING.

The main problem is the resistance of students to be active in their learning, motivated by
thetraditional models of teaching and, above all because it does not appreciate the
usefulness of this learning
for performance in the examinations; because they will normally reward rote learning or
rote.
On the other hand learning strategiesinvolve more time than traditional methods, a
environmental provision in terms of furniture, materials and particularly a more
autonomous self and therefore with the process, new task for the student who has
a natural disposition towards the lecture which involves working alone or traditional teaching
teaching.