Lecture Notes for the GRE Analytical Writing Strategies Lesson #1 Analytical Writing Strategies.
Notes on Strategies
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Transcript of Notes on Strategies
Notes on StrategiesBy: Candice M. de Ausen
01.05.10FHM Honduras
Content Objectives: Select learning strategies appropriate to a
lesson’s objectives Incorporate explicit instruction and student
practice of metacognitive and cognitive strategies in lesson plans
Recognize the value of scaffolding instruction and identify techniques to scaffold for verbal, procedural, and instructional understanding
Language Objectives: Identify language learning strategies
to use with students Discuss the importance of asking
higher-order questions to students of all proficiency levels
Write a set of questions with increasing levels of
difficulty on one topic
BackgroundInformation is
retained and connected in the brain through “mental pathways” that are linked to an individual’s existing schema.
Background If schemata are well-
developed and personally meaningful, new information is easier to retain and recall, and proficient learners initiate and activate their associations between new and old learning.
Learning Strategies Mental processes that enhance
comprehension, learning, and retention of information
Special thoughts or behaviors that individuals use to help learners comprehend, learn, or retain new information
Strategies Teaching students
many self-regulating strategies improves student learning and reading Self-regulated learning
improves autonomy and control by the individual who monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement
3 Types of Learning StrategiesMetacognitive
StrategiesCognitive
StrategiesSocial/
Affective Strategies
Metacognitive StrategiesMetacognition
process of purposefully monitoring our thinking
Metacognitive Strategies Characteristics:
Matching thinking and problem-solving strategies to particular learning situations
Clarifying purposes for learning
Monitoring one’s own comprehension through self-questioning
Taking corrective action if understanding fails
Metacognitive Strategies Use of these implies
awareness, reflection, and interaction
Strategies used in an integrated, interrelated, and recursive manner
When taught explicitly, improves reading comprehension
Metacognitive Strategies Characteristics:
Matching thinking and problem-solving strategies to particular learning situations
Clarifying purposes for learning
Monitoring one’s own comprehension through self-questioning
Taking corrective action if understanding fails
Cognitive Strategies Help students organize the
information they are expected to learn through the process of self-regulated learning
Directly related to individual learning tasks and are used by learners when they mentally and/or physically manipulate material, or when they apply a specific technique to a learning task
Examples of Cognitive Strategies previewing a story before reading establishing a purpose of reading consciously making connections
between personal experiences and what is happening in the story
taking notes during a lecture completing a graphic organizer creating a semantic map
Social/Affective Strategies Identified as the social
and affective influences on learning
Learning can be enhanced when people interact with each other.
Examples: group discussion cooperative learning group
to solve a problem
Continuum of Strategies (Muth and Alvermann, 1999)
Teacher-Centered
Teacher-Assisted
Peer-Assisted Student-Centered
Lecture Drill and Practice Role Playing Rehearsal Strategies Repeated Readings Selective Underlining Two-Column Notes
Direct Instruction Discovery Learning
Peer Tutoring Elaboration Strategies Mental Imagery Guided Imagery Creating Analogies
Demonstration Brainstorming Reciprocal Teaching
Organizational Strategies Clustering Graphic Organizers Outling
Recitation Discussion Cooperative Learning
Strategies Ultimate goal: students to develop
independence in self-monitoring and self-regulation through practice with peer-assisted and student-centered strategies
Many ELs have difficulty taking an active role in using strategies because they are focusing their energy on developing their language skills.
Therefore, it is important for SI teachers to scaffold to provide opportunities for them to use the strategies.
Suggested Behaviors for Teachers: Focusing attention selectively; that is, focusing on
the big picture and most important information Situating new learning in context; that is, building
on what students already know and what is familiar
Applying self-monitoring and self-corrective strategies to build and expand a knowledge base; that is, knowing how to “fix-it” when comprehension is impeded
Evaluating one’s own success in a completed learning task; that is, self-assessing one’s competence and knowledge
Suggested Behaviors for Teachers: Recognizing the need for
and seeking assistance appropriately from others
Imitating the behaviors of native English speakers to complete tasks successfully
Knowing when to use native language resources (human and material) to promote understanding
REMEMBER:Strategies
should be taught through explicit instruction, careful modeling, and scaffolding.
DYAD/TRIAD ACTIVITY: Facilitator will call on some participants to
choose their partners. Choose a strategy stated in the hand-out. Show the audience how this is going to be
done. Use any medium you want to use. Be creative.
Preparation Time: 5 minutes Presentation Time: 3 minutes
Approaches: Mnemonics
memory system involving visualization and/or acronyms
Examples: ROYGBIV – for the colors
of the rainbow Every good boy does fine.
– for the notes on the staff
Approaches: SQP2RS
Surveying – scanning the text to be read for 1 to 2 minutes
Questioning – having the students generate questions likely to be answered by reading the text, with teacher guidance
Predicting – stating 1 to 3 things students think they will learn based on the questions that were generated
Reading – searching for answers to questions and confirming/disconfirming predictions
Responding – answering questions and formulating new ones for the next selection of text to be read
Summarizing – orally or in writing summarizing the text’s key concepts
Approaches: PENS
Preview Ideas Explore Words Note words in a
complete sentence See if sentence is okay
GIST Get the gist of the story
Approaches: Rehearsal Graphic Organizers Comprehension
Strategies prediction self-questioning monitoring determining importance summarizing
Scaffolding Techniques: Verbal
Paraphrasing Using “Think-Alouds” Reinforcing
Contextual Definition Procedural Instructional
graphic organizers
Questioning: Move from literal to
critical Students write their own
questions before they use the internet
Consciously plan and incorporate questions to promote linguistic thinking
Reference: Echevarria, Jana, Vogt, MaryEllen,
Short, Deborah J. Making Content Comprehensible for English Learners: The Siop Model, 2nd ed.