LEARNING STRATEGIES

The Framework Educational Programme (RVP) elementary education is ”to enable pupils to become familiar with learning strategies and motivate them for life-long learning”(2005:4) → it is no longer important merely w h a t pupils learn but also h o w they learn → new responsibility: to help pupils become aware of and start using effective strategies, which can promote their achievements and interest in learning Elementary education “is to enable pupils to become familiar with learning strategies and motivate them for life-long learning“ (2005:4)

Interest in learning strategies grew out research into successful language learners. Learning strategies = procedures or techniques that learners consciously use in order to enhance their learning Learning strategies are usually classified as o metacognitive (those that regulate and manage learning in general) o cognitive (linked to the way learners process data and perform specific tasks) o social/affective (those that learners use to interact with others and to deal with anxiety) Training pupils in strategy use helps them to transfer skills gained in one subject area to another.

Metacognitive strategies Examples ReflectingDiscussion about preferences ComparingSimilarities and differences between L1 and L2, the home and the target culture Self-assessment Completion of self-assessment sheets, portfolios, checking one’s work individually or in pairs Selecting Choosing from a range of options, pupils turning into teachers

Cognitive strategiesExamples Memorising Different ways of learning vocabulary (visual aids, written record), pupils come up with their own mnemonic devices GuessingThe meaning of unknown words in a text, decoding nonverbal clues ClassifyingWords into groups with related meaning MatchingText to pictures, words to objects Predicting How a story might continue or end Risk-takingPronouncing an unknown word, expressing an idea without knowing all the necessary words Organizing workKeeping records in exercise books, portfolios, project work

How to bring learning to learn into day-to-day teaching raising their awareness of the learning process pupils should know what they are doing, why they are doing it, how they are going to work and how they are going to be evaluated social and affective strategies pupils should be allowed and encouraged - to express their opinions about the lessons, their performance and progress - cooperate in different-size groups - participate in drawing up class rules and occasionally deciding about the content of the lessons - bring into the lessons new words of the their own interest understanding textbook symbols and instructions