1. Metacognitive Model of Strategic Learning, Chamot 1999

3. The model consists of four metacognitive processes: Monitoring Problem solving Planning Evaluating

13. Framework for Strategy Instruction

14. Framework for Strategies Instruction Preparation Activate background knowledge Presentation Explain Attend Model Participate ---------------------------------------------------------------------- Practice Prompt strategies Apply strategies Give feedback with guidance ---------------------------------------------------------------------- Evaluation Assess strategies Assess strategies Expansion Support Use strategies independently Transfer Transfer strategies to new tasks Teacher Responsibility Student Responsibility

26. Personal Language Goals and Self-Assessment (page 17) Short-term goals Please rate your current ability in English (0=no ability, 5= excellent ability) Reading: 0 1 2 3 4 5 Listening: 0 1 2 3 4 5 Speaking: 0 1 2 3 4 5 Writing: 0 1 2 3 4 5 Realistically, What are your goals for this term? Reading: 0 1 2 3 4 5 Listening: 0 1 2 3 4 5 Speaking: 0 1 2 3 4 5 Writing: 0 1 2 3 4 5

27. Long-term goals How do you want to be able to use English in your life? What ability level do you need for your goal? Reading: 0 1 2 3 4 5 Listening: 0 1 2 3 4 5 Speaking: 0 1 2 3 4 5 Writing: 0 1 2 3 4 5

30. d) Telling When to Use the Strategy: describe typical situations in which the focus strategy may be helpful. e) Asking Students to Describe Their Use of the Strategy: teachers should give students an opportunity to share ways in which they have already used the strategy.

33. Phase 3: Practice Students should practice strategies while working on authentic, meaningful language tasks that are part of the language class. b) Select Appropriate Challenging Tasks The task should be : Authentic Moderately challenging Based on real communicative needs a) Integrate Strategies Practice into Regular Course Work 1) General Guidelines for Practicing Learning Strategies