Teaching strategy

Purpose or determined action plan

used by the teacher for a specific
content, this plan includes: structure,
desire learner behavior, an outline
and goals of instruction.

Learning strategy
specific action taken by the learner
to make learning easier, faster, more
enjoyable, more self-directed, more
effective, and more transferable to
new situations
LEARNING STRATEGIES

When students use strategies,
cooperative skill performance is
close to 100 percent.



There are no intrinsically
good strategies because
people need to discover
their own.
STRATEGIES
Students use Learning Strategies to help them
understand information and solve problems.
Students who do not know or use good learning
strategies often learn passively and ultimately fail in
school.
Learning Strategy instruction focuses on making
students more active learners by teaching them how
to learn and how to use what they have learned to be
successful.
Direct
Memory
Cognitive
Compensation
Indirect
Metacognitive
Affective
Social
Memory strategies
Memory strategies are based on simple
principles like laying things out in order,
making association, and reviewing.
These principles are employed when a
learner faces challenge of vocabulary
learning.
The use of memory strategies are most
frequently applied in the beginning
process of language learning.

Relating concepts
When a new concept is introduced, learners
associate that to something they now or they are
familiarized with ; for example a new Word is
related to something they own, know, want or
have experienced.
mischievous= a politician,
Mr. burns
I have traveled a lot.= experience (my last trip to Europe)
Conspicuous
lullaby
far-fetched
diversion
Making sentences
Learners make their own sentences to memorize and
internalize new grammar concepts or/and vocabulary.
e.g.
Run Errands.
I have to run some errands next Saturday.

Used to.
I used to live in a small town.

Might
She might need some help.


words
Cabbage
Cart
Shelf
Customs office
Verbs simple past
Saw
Dealt
Felt
Bought
practice
Make 3 different sentences using the
words from the boxes below.



Mental pictures
Learners visualize the new
word/concept rather than memorize its
meaning or function. Flashcards and
posters are used in this process.
http://www.languageguide.org/english/vocabulary/money/

Practice mental pictures
Work in pairs,look at the pictures and
describe them to your partner, make a
mental image based on the descriptions.

Rhyming
learners use of rhymes to memorize new concepts
and vocabulary.
Clothing vocabulary:
jacket,shoes,dress,shrit,skirt,tie,suit,jeans.

For a party I wear a tie jacket-racket
And kiss my mom good bye. Suit-foot
I have new shoes jeans-beans
But I stained them with juice Skirt-flirt
Marys wearing a dress,
But her hair is a mess.

Rhyming time
Make a little poem/rap rhyming the
following words:

Food and drinks
Tomato-cabbage-sugar-beef-
chicken-apple-cream-cheese-bread
Soda-coffee-tea-water-wine

Performing/acting out
When learning a new word or concept
learners perform or act out the action or
word in order to record the new information
in their brain.
e.g
Yawn-sneeze-scratch-tip toe-skip-march-spin

Simon says

In pairs:
Make a list of 10 action verbs.
Play simon says with another group.





Cognitive strategies
The target language is manipulated or
transformed by repeating, analyzing or
summarizing. The four sets in this group are:
Practicing, Receiving and Sending Messages,
Analyzing and Reasoning, and Creating Structure
for Input and Output.
Practicing is the most important in this group
which can be achieved by repeating, working
with sounds and writing, and using patterns.


Problem-solve
MAKE A TABLE
Question: You save $3 on Monday,
each day after that you save twice as
much as you saved the day before if this
pattern continues, how much would
you save on Friday?



CAN YOU SOLVE THE
PROBLEM?


How can you solve the problem



ANSWER:

YOU SAVE $48 ON FRIDAY


Monday--------3
tuesday--------6
wednesday----12
Thursday------24
Friday----------48


Imitation and contrast
When learners imitate native speakers
accent in order to practice pronunciation of
new words and phrases in Videos, movies,
songs and TV shows.



Practicing with homonyms
Learners practice with homonyms and build word webs
with the different meanings for a word depending on its
context.
e.g
Bear (animal) and bear (carry)
porter (a weak beer) and porter (a man who carries
luggage)
lean (thin) and lean (rest against)
lap (to drink with tongue) and lap (a circuit)
plane (a tool) and plane (a tree)
plain (ordinary looking) and plain (flat country)
Practice
In pairs find a different meaning for the
words listed below.

skip miss
pluck type
train fluke
bow quail
fair lie
Lead blue

check
skip (to jump) and skip (to miss out)
miss (unmarried woman) and miss (to overlook)
pluck (to remove feathers) and pluck (bravery)
type (to write via keyboard) and type (a sort)
train (a loco and trucks) and train (to teach)
fluke (a stroke of luck Fluke ( the fins on a whales tail)
bow (bend forward) bow (front of a ship)
quail (cower) quail (bird)
fair (appearance) fair (reasonable)
lie (horizontal position) lie (falsehood or untruth expressed as
truth)
lead (metal) Lead (start off in front)
blue (the color) blue (the feeling of sadness)

Learning cognates
two words that have a common origin are
cognates. Most often, cognates are words in two
languages that have a common etymology and
thus are similar or identical. For example, the
English "kiosk" and the Spanish quiosco are
cognates because they both come from the
Turkish kosk.
Industry-industria
Bycicle-bicicleta
Fragile-fragil

Practice
In pairs make a list of 10 cognates.


For more cognates:



http://www.esdict.com/English-Spanish-Cognates.html#.UGEzqLIf41M



Compensation strategies
Learners use compensation strategies for
comprehension of the target language when
they have insufficient knowledge of the target
language. These strategies make up for the
deficiency in grammar and vocabulary. When
learners do not know new words and
expressions, they guess the meaning.




A learner brings own life experience to interpret
data by guessing. Students brings own life
experience to interpret data by guessing.
Compensation strategies are also used in
production when grammatical knowledge is
incomplete.




Guessing meaning by context
The ability to guess meaning from context is a useful skill to
practice and try to improve.
The things which will help you work out the meaning of an
unfamiliar word are:

a) the meaning of the text which surrounds it;
b) the way the word is formed;
c) your own background knowledge of the subject.


Guessing is useful only when you can interpret/understand the
surrounding text. If you
think you have exhausted the contextual information available to
guess at the word, LOOK IT UP IN A DICTIONARY.
Practice
1) The tiger's roar could be heard in villages far away.
What does roar probably mean?

A) food a tiger eats
B) a tiger's dream
C) a tiger's ear
D) a sound a tiger makes

2) The thought of eating a rat is abhorrent to most people.
What does abhorrent probably mean?

A) fun, lively
B) horrible, repugnant
C) delicious, tasty
D) sweet, sugary


3) You can trust the salesmen at that store because they always
conduct business in an aboveboard manner.
What does aboveboard probably mean?

A) honestly, openly
B) sneaky, dishonest
C) horrible, repugnant
D) strange, unusual

4) Petra has so many friends because she is a gregarious person.
What does gregarious probably mean?

A) introverted, self-contained
B) shy, quiet
C) friendly, outgoing
D) rude, hostile

Anticipating dialogue
Learners watch a video clip , movie or listen to a
dialogue and predict the response or what the
person will say in order to practice
comprehension, cohesion and fluency.



Metacognitive strategies
These go beyond the cognitive mechanism and
give learners to coordinate their learning. This
helps them to plan language learning in an
efficient way.
When new vocabulary, rules, and writing system
confuse the learner, these strategies become vital
for successful language learning.


Three sets of strategies belong to this group and they
are: Centering Your Learning, Arranging and Planning
Your Learning, and Evaluating Your Learning.


Centering learning: give a focus to the learner so that the
attention could be directed toward certain language
activities or skills.

Arranging and planning learning: help learners to
organize so they may get maximum benefit from their
energy and effort.

Evaluating learning: helps learners with problems like
monitoring errors and evaluation of progress.



Here some examples:
Learners:
Try to speak english all the time.
Listen and pay attention everytime someone
speaks English.
Plan specific time to practice English
Look for new reading material
Set specific goals


http://rubistar.4teachers.org/
Affective estrategies
The affective factors like emotion, attitude, motivation,
and values influence learning in an important way.
Three sets of strategies are included in this group:

Lowering Your Anxiety,
Banish boredom,
read and write more
plan to succeed
Encouraging Yourself
Taking Your Emotional Temperature.


Social estrategies
These are very important in learning a language
because language is used in communication and
communication occurs between people.
Three sets of strategies are included in this group:
Asking Questions
Cooperating with others
Empathizing with Others.

Learners can apply the strategy of cooperating
with others by doing something together in the
language they are learning.

Here some Examples.:
Chat rooms,movie clubs,reading club,
Participating in forums, debate contest, creating a
blog, social newworks among others.

Conclusion
Language learning strategies, facilitate the
learning of the target language by the
language learner. Since the factors like age,
gender, personality, motivation, self-
concept, life-experience, learning style,
anxiety, etc. affect the way in which
language learners learn the target language,
strategies help them understand, learn, or
remember new information.