Sequences of images, sounds and feelings that lead to learning. From a training viewpoint, ensure that you provide a mix of seeing, hearing and doing to cater for all strategies.
Planned methods or techniques for facilitating and enhancing learning (e.g., memorization techniques for assimilating material; cognitive techniques for making purposeful associations among ideas; social techniques for interacting with peers).
a cognitive orientation to learning, which provides students with a method for using their own abilities and knowledge to acquire, organize, and integrate new information.
are cognitive processes students use to learn, understand, and apply material that may be relatively complex, (e.g. summarizing the key points in a textbook chapter).
are ways that students with learning disabilities can improve their academic skills. Once we determine a need and set a goal to overcome it, we can probably find (or develop) a specific strategy to help. For example, people with a reading disability may decode text too slowly to allow for proper understanding of the meaning. One strategy we teach in this situation is called Two-Pass: basically, read the difficult text twice! The first time through, focus on decoding all the hard-for-you words; the second time through (which should be much quicker), focus on the main idea. You can check out a few of our other strategies in the Downloads section. Academic research proves that there are strategies to overcome all kinds of learning challenges! Here in THRIVE, we seek to find out which ones work best for each student -- and then give tonnes of guided practice -- to maximize long-term learning success.
Instructional methods to help students attend, listen, read, comprehend, and study more effectively by helping them organize and collect information systematically. ( California Dept. of Education, 1994)
while there is not much solid evidence for ‘learning styles', the idea that there are relatively enduring differences in the way individuals prefer to learn, there is reasonably strong evidence for the idea of learning strategies. These are more fluid differences in the way individuals learn. They divide into cognitive and behavioural strategies. The former essentially involves trying to organize the material mentally, for example by attempting to see connections in the material; the latter involves more practical activities such as getting others to check understanding. Choosing the correct learning strategy seems to have an important effect on the impact of training.
The methods that students use to learn. This ranges from techniques for improved memory to better studying or test taking strategies. For example, one learning strategy program is SQ3R which suggests 5 steps: Survey the material to be learned Develop questions about the material Read the material Recall the key ideas Review the material
The techniques which a student consciously uses when learning or using language, e.g. deducing the meaning of words from context; predicting content before reading.
"steps or behaviors used by language learners to enhance the acquisition, storage, retention, recall, and use of new information" (Oxford, 1989).
Procedures, routines, memory devices that a learner uses to remember and recall information, e.g., outlining, note-taking, study groups, etc.