The document discusses various cognitive and metacognitive learning strategies that teachers can use to help students, particularly those with learning disabilities. It describes metacognitive strategies as methods that help students understand how they learn by thinking about their own thinking. Specific metacognitive strategies discussed include planning/organizing, identifying problems, evaluating work, managing one's own learning, and thinking aloud. Cognitive strategies are mental processes used to accomplish cognitive goals, such as outlining for essay writing. The document provides examples of task-based cognitive strategies involving using background knowledge, inferences, predictions, personalization, cognates, paraphrasing, images, sounds, kinesthetic senses, patterns, classification, note-taking, graphic organizers, summarization,

1. Autonomous Learning
LEARNING
STRATEGIES…
Lina Martínez Paternina
2014
Lic. Lía Montalvo

2. METACOGNITIVE
STRATEGIES

3. Metacognitive strategies refers to methods used to help
students understand the way they learn; in other words, it
means processes designed for students to 'think' about their
'thinking'.
Teachers who use metacognitive strategies can positively
impact students who have learning disabilities by helping them
to develop an appropriate plan for learning information.
The activities of Metacognitive strategy selection and application
include those concerned with an ongoing attempt to plan, check,
monitor, select, revise, evaluate, etc.

4. Plan / Organize
Identify
Problems
Evaluate
Manage Your Own
Learning
Think-Aloud

5. Plan / Organize
Before beginning a
task:
• Set goals.
• Plan the task or
content sequence.
• choose strategies.
• Preview a text. Identify Problems
While working on a task:
• Check your progress on the
task.
• Check your comprehension as
you use the language. Do you
understand? If not, what is the
problem?
• Check your production as you
use the language. Are you
making sense? If not, what is
the problem?

6. Evaluate
After completing a task:
• Assess how well you have
accomplished the learning task.
• Assess how well you have used
learning strategies.
• Decide how effective the
strategies were.
• Identify changes you will make
the next time you have a similar
task to do.
Manage Your Own Learning
• Determine how you learn best.
• Arrange conditions that help
you learn.
• Seek opportunities for
practice.
• Focus your attention on the
task.

7. Think-Aloud
Great for reading comprehension and
problem solving. Think- alouds help
students to consciously monitor and
reflect upon what they are learning. This
strategy works well when teachers read a
story or problem out loud and periodically
stop to verbalize their thoughts. This
allows students to follow the teacher's
thinking process, which gives them the
foundation they need for creating their
own strategies and processes that can
be useful for understanding what they are
trying to comprehend.

8. Cognitive
Strategies

9. A cognitive strategy is a mental process or procedure for
accomplishing a particular cognitive goal. For example, if
students' goals are to write good essays, their cognitive
strategies might include brainstorming and completing an outline.
The cognitive strategies that students use influence how they will
perform in school, as well as what they will accomplish outside of
school. Researchers have found that effective learners and
thinkers use more effective strategies for reading, writing,
problem solving, and reasoning than ineffective learners and
thinkers.

10. Cognitive strategies can be general or specific
(Pressley & Woloshyn, 1995). General cognitive
strategies are strategies that can be applied across
many different disciplines and situations (such as
summarization or setting goals for what to accomplish),
whereas specific cognitive strategies tend to be more
narrow strategies that are specified toward a particular
kind of task (such as drawing a picture to help one see
how to tackle a physics problem). Specific strategies
tend to be more powerful but have a more restricted
range of use. Effective learners use both general and
specific strategies.

11. Strategies have been distinguished from skills. Although skills
are similar to strategies, they are different in that they are
carried out automatically, whereas strategies usually require
individuals to think about what strategy they are using
(Alexander, Graham, & Harris, 1998). Effective learners develop
the ability to use strategies automatically while also reflecting
upon those strategies when necessary. People who are able to
reflect upon their own cognition and cognitive strategies are said
to have metacognitive awareness.

12. The use of cognitive strategies
can increase the efficiency with
which the learner approaches a
learning task. These academic
tasks can include, but are not
limited to, remembering and
applying information from
course content, constructing
sentences and paragraphs,
editing written work,
paraphrasing, and classifying
information to be learned.

13. Content Enhancement
Impacting both the task and the learner using cognitive
strategies is referred to as Content Enhancement.
Bulgren, Deshler, and Schumaker (1997) highlight three
important teacher activities in their model of content
enhancement:
• Teachers evaluate the content they cover.
• Teachers determine the necessary approaches to
learning for student success
• Teachers teach with routines and instructional
supports that assist students as they apply
appropriate techniques and strategies.
• In this way, the teacher emphasizes what the
students should learn, or the "product" of learning.
Content Evaluation
When a teacher is comfortable with
the content he/she is teaching, he/she
knows which parts are the most
important, the most interesting and the
easiest (or hardest) to learn.

14. The use of cognitive strategies
can increase the efficiency and
confidence with which the
learner approaches a learning
task, as well as his/her ability to
develop a product, retain
essential information, or
perform a skill. While teaching
cognitive strategies requires a
high degree of commitment
from both the teacher and
learner, the results are well
worth the effort.

15. TASK-BASED
STRATEGIES…
(USE WHAT YOU
KNOW)
Use
Background
Knowledge
Make
Inferences
Make Predictions
Personalize
Use
Cognates Paraphrase

16. Use Background
Knowledge
• Think about and use
what you already know
to help you do the task.
• Make associations
between new
information and your
prior knowledge.
• Use new information to
clarify or modify your
prior knowledge.
Make Inferences
• Use context and
what you know to
figure out
meaning.
• Read and listen
between the lines.
• Go beyond the
text to understand
its meaning.

17. Make Predictions
• Anticipate information to
come.
• Make logical guesses about
what will happen in a
written or oral text.
• Make an estimate (math).
• Make a hypothesis
(science).
Personalize
• Relate new concepts to
your own life, to your
experiences,
knowledge, beliefs and
feelings.

18. Paraphrase
• Use a synonym or
descriptive
phrase for unknown words or
expressions.
Use Cognates
• Apply your linguistic
knowledge of other
languages (including your
native language) to the target
language.
• Recognize cognates.

19. TASK-BASED STRATEGIES…
(USE YOUR SENSES)
Use
Images
Use
Sound
s
Use Your
Kinesthet
ic Sense

20. Use Images
• Use or create an actual or
mental image to understand
and/or represent
information.
• Use or draw a picture or
diagram. Use Sounds
• Say or read aloud a word,
sentence, or paragraph to
help your understanding.
• Sound out/vocalize.
• Use your “mental tape
recorder” to remember
sounds, words, phrases,
and/or conversations.
Use Your
Kinesthetic Sense
• Act out a role, for example,
in Readers’ Theater, or
imagine yourself in different
roles in the target language.
• Use real objects to help you
remember words,
sentences, or content
information.

21. TASK-BASED STRATEGIES…
(USE YOUR ORGANIZATIONAL SKILLS)
Apply Patterns
Classify
Take
Notes
Use Graphic
Organizers
Summarize
Use Selective
Attention

22. Apply Patterns
• Apply a rule.
• Make a rule.
• Recognize and apply
letter/sound, grammar,
discourse, or register
rules.
• Identify patterns in
literature (genre).
• Identify patterns in math,
science, and social
studies.
Classify
• Categorize words or
ideas according to
attributes.
• Classify living things;
identify natural cycles.
• Identify order and
sequences in math,
science, and social
studies.
• Sequence events in
history.

23. Take Notes
• Write down important
words and ideas while
listening or reading.
• List ideas or words to
include in speaking or
writing..
Use Graphic
Organizers
• Use or create visual
representations (such
as Venn diagrams,
time lines, webs, and
charts) of important
relationships between
concepts.

24. Summarize
• Create a mental,
oral, or written
summary of
information.
Use Selective Attention
• Focus on specific
information,
structures, key words,
phrases, or ideas.

25. TASK-BASED STRATEGIES…
(USE A VARIETY OF RESOURCES)
Access
Information
Sources
Cooperate
Talk
Yourself
Through It
(Self-Talk)

26. Access Information
Sources
• Use the dictionary, the
internet, and other
reference materials.
• Seek out and use
sources of information.
• Follow a model
• Ask questions
Cooperate
• Work with others to
complete tasks, build
confidence, and give
and receive feedback.
Talk Yourself Through It
(Self-Talk)
• -Use your inner resources.
Reduce your anxiety by
reminding yourself of your
progress, the resources
you have available, and
your goals.

27. Licenciatura en lenguas
extranjeras:
Ingles- Francés
Unisucre