STRATEGIES FOR

EFFECTIVE LEARING
The most effective strategy according to Dunlosky’s
research is practice testing. It consists of studying and
review by answering questions and actively bringing
information back to mind. When this is done,
information is reconsolidated, new connections are
created, and memory and understanding are
strengthened.
Most Effective Learning Strategies
 Practice Testing-The most effective strategy according to
“DUNLOSKY’S” research is practice testing. I t consists of
studying and reviewing by answering questions and
actively bringing information back to mind.

Distributed Practice-to use it successfully, students

should start preparing way ahead of their exam dates and
organize their time with a calendar.
Interleaved practice- Students need to figure out the
right strategy from the problem itself, which leads to a
deeper understanding of the topic and better
preparation for exams.

Elaborative Interrogation- That is, thinking about a

subject in more depth and detail, which strengthens
connections in the brain.

Self-Explanation- Relating novel content to prior

knowledge creates new connection and facilitates the
development of schemes.
How Learning Happens in the Human Brain
Expounded by ford (2011). Learning happens through a network
of neural pathway and stored temporarily in short term memory,
a volatile region of the brain that act like receiving center for the
flood of sensory information we encounter in our daily lives.
As an example, when student commute or when employees get to
work places, they don’t really need to think consciously about
how to arrive at their destination. It becomes effortless because
the trip had taken many times already that the brain used to the
usual scenario every time it happens. Memory of how to navigate
gets rooted, such that, neurons which control memory have
communicated so often that they have formed a tight bond like
friends who become so overly close like “BFFS”.
Learning to be a Better Person
The brain acts as a dense network of fiber pathway
that consists of approximately 100 billion neurons
which is responsible for all connections among the
three principal parts; stem, cerebellum and cerebrum.

Its tasks become apparent in behavior as each area

accomplishes its function in hearing, speech, touch,
short term memory.
Metacognition
According to the LD online Glossary (2014),
metacognition is the process of thinking about
thinking, “For example, good readers use
metacognition before reading when they clarify their
purpose for reading and preview the text. So in other
words , metacognition is the understanding and
awareness of one’s own mental or cognitive processes.
 Types of Learning Strategies and Supports:
Cognitive
STRATEGY
Strategies DEFINITION BENEFIT
Rehearsal Reciting items to be Believe to influence the
learned from a list attention and coding
process. It does not seen
to help students connect
current information with
prior knowledge

Elaboration Summarizing and Believe to improve a

paraphrasing student’s ability to store
information into the long
term memory by building
internal connections
between items to be
learned and assisting with
the integration of the new
information with prior
knowledge
Organization Outlining Helps learners select
appropriate information
and make the connections
to be learned
Analyzing Problem Assists students with appling
-Solving Critical thinking previous knowledge to new
situation in order to solve
problems and/or reach
decisions.
Types of Learning Strategies and
Support: Metacognitive
These strategies would help students think about
thinking. First, is monitoring their progress as they
learn, and second, is making changes and adopting
their strategies if they perceive that they are not doing
as well as you could. These are some basic
metacognitive aids or strategies:
Connecting new information to existing knowledge
Selecting thinking strategies deliberately
Planning, monitoring, and evaluating thinking
process.
Study Strategies
Practice Over Time
-Practice testing refers to any form of testing for learning
which is a student is able to do on his/her own.
-Distributed practice refers to disturbing the learning
over time, not cramming.

Questioning and Explanation

-Elaborate integration is a complex name for a simple
concept-asking one’s self why something is the way it is or a
particular concept or facts is true, and providing the answer.
Study Strategies
-Self-explanation refers to a similar process, through
which the explanation might take the form of answering
why but also other question, as well as relating new
information which is already known.
Producing Summaries of texts-this is like to involve
the reading and comprehension of text, as well as the
ability to identify the most important information
within it and to encapsulate it briefly in one word.
Highlighting and underlining portion of text-this also
includes rereading. Highlighting tended to work better
students who were more adept at identifying the
crucial to be remembered aspect of a text.
Goal Setting
The Importance of Goals
First, goals serve a directive function; they direct
attention and effort toward goal-relevant activities and
away from goal irrelevant activities.

Second, goals have an energizing function. High goals

lead to great effort than low goals.
Third, goals affect persistence. When
participants are allowed to control the
time they, spend on a task, hard goals
prolong effort.

Fourth, goals affect action indirectly

by leading to the arousal, discovery,
and/or use of task-relevant knowledge
and strategies.
Albert Bandura’s Self-Effecacy
“Your beliefs become your thoughts.
Your thoughts become your words.
Your word become your actions. Your
actions become our habits. Your habits
become your values. Your values
become your destiny.”
 People with high assurance in their
capabilities:
Approach different tasks as challenges to be mastered
Set challenging goals and maintains commitment to
them
Heighten or sustain their efforts in the face of failures
and setbacks
Attribute failure to insufficient efforts or deficient
knowledge or skills which are acquirable
Approach threatening situation with assurance that
they can exercise control over them.
 On the Contrary, people who doubt their
capabilities:

Shy away from tasks they view as personal threats

Have low aspirations and weak commitment to goals they
choose to purpose
Dwell on personal deficiencies, obstacles they will encounter,
and all kinds of adverse outcomes, rather than concentrating on
how to perform successfully
Loosen their efforts and give up quickly in the face of difficulties
Are slow recover their sense of efficacy following failures or
setbacks
Fall easy victim to stress and depression.
Four (4) Main Sources of Efficacy Beliefs
(Bandura, 1997)
1.Mastery Experience
Positive examples: If an individual performed well in a
previous job assignment, then they are more likely to
feel confident and have high self-efficacy in
performing the task when their manager assigns them
a similar task.
Negative examples: If an individual experiences a
failure, he/she will most likely experience a reduction
in self-efficacy.
2.Vicarious Experience
Increase in self-efficacy example: Mentoring
programs, where an individual is paired with someone
on a similar career path who will we be successful at
raising the individual’s self-efficacy beliefs.
Decrease in self-efficacy examples: Smoking cessation
program, in which individuals witnessing several
people people’s failure to quit, may worry about their
own chances of success, leading to low self-efficacy for
quitting; or a weight-loss program in which others do
not achieve the results you are hoping for.