Learning strategies are mental processes that are intentionally used by learners to acquire and apply new knowledge. They involve psychological processes like memory, reasoning, and perception. Effective strategies also make use of previous knowledge, metacognition, and motivation. Learning strategies can target memorization, meaningful learning, or complex processing of information. Cognitive skills important for learning include attention, understanding, preparation, and memory retrieval. Metacognitive skills are higher-order thinking skills used to self-regulate learning through planning, monitoring, control, and evaluation.

1. Angélica María Martínez Castro

2. Learning strategies are executed willfully and
intentionally by an apprentice. All need to be adapted
and located within particular learning circumstances.
The strategies are associated with other types of
resources such as:
1. Psychological processes such as attention,
perception, memory, reasoning, etc. ..
2. Based on previous and declarative knowledge. (to
establish the ZPD)
3.Metacognitive knowledge and self-regulating.
4. Affective-motivational processes.

3. Proceso Tipo de estrategia
Finalidad u
objetivo
Técnica o
hablilidad
Aprendizaje
memorístico
Reticulación de la
información
Repaso simple
Repetición
simple y
acumulativa
Apoyo al
repaso
(seleccionar)
Subrayar,
destacar, copiar
Aprendizaje
significativo
ElaboraciónOrganizar,
agrupar y clasificar
información
Pensamiento
simple
Palabra-
claveRimas
Imágenes
mentales
Parafraseo
Procesamiento
complejo
Elaboración de
inferencias
Resumen
Analogías
Elaboración
conceptual
Organización del
contenido
Descubrir y construir
significados para
encontrarle sentido a la
información
Clasificación
de la
información.
Uso de categorías
Jerarquización
y organización
de la
información
Redes
semánticasMapas
conceptuales
Uso de
estructuras
textuales

4. It is the power or mental capacity to process information is reached , which implies the
knowledge acquired through the exercise of these mental faculties and subjective features
to assess and consider certain aspects .
It also relates to the abstract aspects like mind , defined as intellectual faculty ,acting within
the framework of thought , memory , imagination and will, in addition to the perception,
reasoning , intelligence and learning.
Learning is conceived as a set of processes that aims at processing information.
COGNITIVE SKILLS .
Cognitive skills are the ones that we start to understand the information and how to
structure them process it and store them in memory and then be used are:
• WARNING: Exploration, fragmentation , and selection against distracting .
• UNDERSTANDING : Capturing ideas, underline, translation into its own language and
abstract graphics, networks , diagrams and concept maps.
• PREPARATION: Questions , metaphors and analogies , organizers and notes .
• MEMORY / RECOVERY: Coding and response generation .

5. • Repetition, when imitating others'
speech.
• Resourcing, i.e., having recourse to
dictionaries and other materials.
• Translation, that is, using their mother
tongue as a basis for understanding
and/or producing the target language.
• Note-taking.
• Deduction, i.e., conscious application of
L2 rules.
• Contextualization, when embedding a
word or phrase in a meaningful
sequence.
• Transfer, that is, using knowledge
acquired in the L1 to remember and
understand facts and sequences in the
L2.
• Inferencing, when matching an
unfamiliar word against available
information (a new word etc).
• Question for clarification, when asking
the teacher to explain, etc.

6. It is our ability to regulate our self-study, planning and implementing strategies
to control the process and to find possible errors .
SKILLS METACOGNITIVE
• They are the facilitators of the quantity and quality of knowledge we have ,
control , direction, and their application to problem solving tasks and are
classified as:
• PLANNING : It involves the selection of appropriate strategies and use of
resources for execution.
• CONTROL : Check the result of the strategies implemented , review their
effectiveness , make an assessment of what we are understanding ,
learning or retrieving information.
• EVALUATION : Refers to regulatory resources and the results of our
learning and understanding .
• MONITORING : Monitoring and assessment of the effectiveness of the
strategy used or modification of the process in relation to the results
obtained.
• ACCESS : Refers to not only knowledge but the ability to acquire
appropriate knowledge is needed.

7. Selective attention,
paying attention to
specific aspects of a
task.
Self-reinforcement,
rewarding oneself for
success.
Directed attention,
when deciding in
advance to concentrate
on general aspects of a
task
Self-monitoring, i.e.,
checking one's
performance as one
speaks
Self-evaluation, i.e.,
appraising one's
performance in
relation to one's own
standards.