Learning Strategies group 29

Learning Strategies LAURA MEJIA MONICA GELVEZ LEIDY CUBIDES JORGE DIAZ GROUP 29

What are the strategies useful for?  Learning strategies are 'operations employed by the learner to aid the acquisition, storage, retrieval and use of information, specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective and more transferable to new situations.

Why are they important? The learning strategies are important for to implement them in classroom and do of the learning a new way of teaching doing the class enjoyable, interesting, and with it helps to discover each one of the abilities of the students.

When do we use those strategies? We use the learning strategies all the time don’t only in the classroom because you have to have a specific learning strategy for to learn different ways of learn basics things in the life depending of the knowledge of each one.

What can we do to encourage them? Motivation is a fundamental part of learning, therefore the teacher or teacher is responsible for maintaining an attitude of progress, joy and pleasure to learn in the student.

Which ones depend on the teacher and which ones on the students themselves? Teacher Students  - Metacognitive strategies  - Mnemonic strategies  -Metacognitive strategies  - Compensatory strategies for speaking and writing  - Affective strategies  - Social strategies



Dispositional and support strategies  They are the ones that set the course of the process and help sustain the effort.  - Affective-emotional and self-management strategies: they integrate motivational processes, appropriate attitudes, self-concept and self- esteem, feeling of competence, etc.  - Context control strategies: refer to the creation of adequate environmental conditions, control of space, time, material, etc.

Search strategies, collection and selection of information:  They integrate everything related to the location, collection and selection of information. The subject must learn, to be a strategic apprentice, what are the sources of information and how to access them, criteria for the selection of information, etc.

Strategies for processing and using the acquired information  Attentional strategies: aimed at controllingattention.  - Strategies for coding, preparing and organizing information: control the processes of restructuring and personalization of information through tactics such as underlining, epigraphy, summary, outline, concept maps, synoptic tables, etc.  - Repetition and storage strategies: control the short and long term retention and memory processes through tactics such as copying, repetition, metrotechnical resources, significant connections establishments,etc.  - Personalization and creativity strategies: they include critical thinking, the re- elaboration of information, personal creative proposals, etc.  - Information retrieval strategies: control recall and recovery processes, through tactics such as recall exercises,  - Information retrieval strategies: control recall and recovery processes, through tactics such as recall exercises, retrieval of information following the path of related concepts, etc.  - Communication strategies and use of information acquired, allow effective use of information acquired for academic work and everyday life through tactics such  retrieval of information following the path of related concepts, etc.

Metacognitive strategies, of regulation and control:  they refer to the knowledge, evaluation and control of the different strategies and cognitive processes, according to the objectives of the task and depending on the context. They integrate:  Knowledge: of the person, the available strategies, the skills and limitations, the objectives of the task and the context of application. Control  Planning strategies: work, study, exams, etc.  Evaluation, control and regulation strategies: they involve verification and evaluation of one's performance, control of the task, correction of errors and distractions, redirection of effort, rectifications, self-reinforcement, development of the feeling of self-efficacy, etc.