The document outlines effective strategies for teaching cognitive and direct/indirect learning techniques in the classroom. It emphasizes the importance of interactive teaching methods, compensatory techniques, and the use of strategic inventories to enhance students' learning processes. Additionally, it suggests utilizing textbooks with embedded instruction and self-help guides to help students manage their cognitive styles and improve their strategic competence.

1. HOW TO TEACH
STRATEGIES IN THE
CLASSROOM
ANJENETTE E. COLUMNAS

2. DIRECT / COGNITIVE
STRATEGIES
- LEARNERS APPLY
DIRECTLY TO THE
LANGUAGE ITSELF

3. DIRECT WAYS:
•Remembering more
effectively
•Using all your cognitive
processes
•Compensating for missing
knowledge

4. INDIRECT / COGNITIVE
STRATEGIES
- LEARNERS MANAGE
OR CONTROL THEIR
OWN LEARNING
PROCESS

5. INDIRECT WAYS:
•Organizing and
evaluating your learning
•Managing your emotions
•Learning with others

6. 1. TEACH STRATEGIES THROUGH
INTERACTIVE TECHNIQUES
Many strategies are related
to, and actually become, the
outward manifestation of styles.
Be specifically geared toward
building strategic competence.

7. BUILDING STRATEGIC TECHNIQUES
•To lower inhibitions
•To encourage risk-tasking
•To build student’s self-confidence
•To help them to develop intrinsic motivation
•To promote cooperative learning
•To encourage them to use right-brain processing
•To promote ambiguity tolerance
•To help them use their intuition
•To get students to make their mistakes work FOR
them
•To get students to set their own goals

8. 2. USE COMPENSATORY
TECHNIQUES
A related avenue for SBI is in
the specific identification of
techniques that aim to
compensate for certain style
weaknesses.

9. •Teach your students how to
learn
•Increase their opportunities
for strategic investment in
their learning process

10. “PACKAGED”
MODELS OF SBI

11. 1. TEXTBOOK - EMBEDDED
INSTRUCTION
An increasing number of
ESL textbooks are offering
guidelines and exercises for
strategy awareness and
practice within the stream of
a chapter.

12. Students are encouraged to
continue their learning outside the
classroom, sometimes individually ,
sometimes with a partner.
The teacher’s resource manual
for this book gives detailed
directions to teachers on how to
facilitate these extra-class learning
experience.

13. 2. ADJUST SELF – HELP GUIDES
A second pre-packed way
of enlightening students
about strategies is through
the assignment or
recommendation of a self-
help study guide.

14. Here are some typical cognitive style
“problems” and a few techniques
you might prescribe to help
overcome each problem.
•Low tolerance of ambiguity
•Excessive impulsiveness
•Excessive reflective / caution
•Too much right-brain dominance
•Too much left-brain dominance

15. 3. ADMINISTER A STRATEGY
INVENTORY
Using a self-checklist and
formal style tests in the
classroom.

16. 4. MAKE USE OF IMPROMPTU
TEACHER – INITIATED ADVICE
Developing style awareness,
learners can benefit greatly from
your daily attention to the many
little tricks of the trade that you
can pass on to them.

17. LEARNING CENTERS
Make available to learners a
number of possible types of
extra-class assistance in writing,
reading, academic study skills,
pronunciation, and other oral
production.