Learning Strategy Training

What is Learning Strategy Training? It is a methodological innovation and its main concern

is with the language learner.

It reflects an interesting and enduring methodogical

practice.

In the 1970’s learners were considered to be more

actively responsible for their own learning.

In 1975 Rubin investigated what “good language learners” did to facilitate their learning.

She identified some of their learning strategies. Learning strategies are “the techniques or devices

which a learner may use to acquire knowledge”.

Characteristics of good language learners Willing and accurate guessers. Strong desire to communicate no matter making

mistakes. Attend to the meaning and the form of the language. Practice and monitor their speech as well as the

speech of others.

A model for LST

Situation: Students complain about their reading assignments

because they are lengthy. The teacher teaches them the strategy of advanced

organization.

Advanced organization strategy

Based on previewing and skimming to get the gist of a reading passage.

It allows students to improve comprehension and the speed when they read.

Teacher’s roleHe shows how to apply the strategy when reading: 1 Title and subheadings. 2 Pictures. 3 Skim each paragraph: main ideas.

This strategy is called “metacognitive strategies” by Chamot and O’Malley (1994). Used to: plan monitor evaluate a learning task

Other examples of Metacognative Strategy: Arranging the conditions that help one learn best. Setting long and short term goals. Checking one’s comprehension when reading or

listening.

Chamot and O’Malley identify tow other categories

Cognative strategies

Learners interacting and manipulating what is to be learned, e.g: Replying a word or phrase mentally to “listen” to it

again. Outlining and summarizing what has been learned

from reading and listening. Using keywords.

Social/affective strategies

Learners interact with other persons or “use affective control to assist learning”, e.g: Creating situations to practice the target language

with others. Using self-talk. Cooperating and working with others to share

information, obtain feedback, and complete a task.

Cooperative Learning

What it is cooperative learning ? Cooperative learning(sometimes called collaborative

learning) involves students learning from each other in groups.

The important thing is the way that students and teachers work together.

Teachers teach students collaborative or social skills so that they can work together more effectively.

What is the difference between cooperative & collaborative learning?Cooperative learning:Small Group Learning Strategy in which group members are responsible for a portion of the work. Group members is part of a cooperative team and helping members learn.Collaborative learning:Small Group Learning Strategy in which students work together to solve a problem.Students may use cooperative and collaborative learning strategies to solve a problem

In Cooperative learning, students must work in groups to complete tasks collectively.

Unlike individual learning, which can be competitive in nature, students learning cooperatively. 

Why Cooperative Learning?

We Learn: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what is discussed with others 80% of what we experience personally 95% of what we teach someone else

William Glasser

Teachers Role

Initially, the teacher carefully designs meaningful tasks that require active participation of each student in the group toward a common end. At the beginning of a cooperative lesson the teacher's role can be defined as a "task setter." As groups work on tasks, the teacher acts as a facilitator/coach moving from group to group to monitor the learning process. The teacher also provides students with on-going feedback and assessment of the group's progress.

Students Role

task master: to keep the group focused on the task of completing the statements.

Recorder :to write the group’s answer and important information (e.g., directions or group work).

Timekeeper :keeps group on task and on time. Checker : to see that all of the work is done. Reporter: to give the group reports.

Basic elements Positive interdependence: Students feel

responsible for their own and the group's effort.

Face-to-face interaction: Students encourage and support each other; the environment encourages discussion and eye contact.

Individual and group accountability: Each student is responsible for doing his part; the group is accountable for meeting its goal.

Social Skills: Social skills must be taught for successful cooperative learning to occur.

Group processing: Group members analyze their own and the group's success, effectiveness and decide how it can be improved.

When can we use it ?

Cooperative learning can be used in any class at any level with any subject area.

Cooperative learning works well when it is a part of the culture of a classroom, and when students are familiar with working together and know what is expected of them.

Limitations

Sharan (2010) describes the constant evolution of cooperative learning as a threat. Because cooperative learning is constantly changing, there is a possibility that teachers may become confused and lack complete understanding of the method. The fact that cooperative learning is such a dynamic practice means that it can not be used effectively in many situations. Also teachers can get into the habit of relying on cooperative learning as a way to keep students busy. It will consume time. Also preview and evaluations may not reflect true experiences due to perceived competition among peers. Students might feel pressure.

Thank you for your attention!

Prepeared by:Fatemeh Sadat Hoseinie.