Hi, this is a presentation on learning strategies. Hope this will help you.

1. Chapter 5

5.  Self-discipline
 Self- esteem
 Self-determination
 Assertiveness
 Self-confidence
 Motivation
 Initiative
 Responsibility
 Alertness
 Judgment
 Time Management
 Money Management
Personal Skills Needed to Succeed in College Life:

6.  Finding Information
 Analyzing Information
 Processing Information
 Summarizing
Problem Solving
 Critical and Divergent
Thinking
Communication
Study Skills Needed to Succeed in all Subjects:

7.  Enough sleep
 Regular exercise
 Enough rest and relaxation
Proper diet and nutrition
 Control stress
Provide our body with the following:

9.  Sit in front of the classroom
 Avoid distractions
 Sit up straight
 Listen for verbal clues
 Ask questions as often as possible
 Take notes
Some Listening Strategies:
- Record - Recognize - Reflect
- Reduce - Recite - Review

10. 1. Develop mental focus.
2. Eliminate distractions.
3. Study in a comfortable area.
4. Grasp important concepts.
5. When we read, do not move our lips.

12.  Underlining is used to highlight important
key words and phrases.
 Metaphor, Simile, and Analogy is used
to transpose meaning from idea, concept,
event, experience, or procedure to another.
 TPSR. Think-Pair-Share-Reflect – helps
students to process information after
reading a selection.
* Think about the selection
* Pair it
* Share it with a group
* Reflect

13.  Writing Marginal Notes is related to
underlining in the sense that makes use of a
marker to highlight important points.
 Highlighting refers to emphasizing key
word, phrases, or messages in order to
make them stand out among the
surrounding words.
 Concept Mapping is the arrangement
of major concepts from a text or lecture
into a visual representation.

14.  Graphic Organizers are tools used
to organize information for easy recall
and memorization.
1.Charts are timeless and comparison charts
which can be very useful tools for organizing
information; comparison charts can be set up
in columns to compare a variety of concepts.
 Box – recording progress on certain skills
Venn diagrams – used for comparing and
contrasting qualities or characteristics
Concept maps – used for showing how
ideas are connected with one another

15.  Flow Charts – used for displaying sequencing
of events
 Timelines – used for showing the historical
events in chronological order
 Gantt chart – used to showcase how ideas
are arranged in relation to each other
2. Tables are used to arrange facts and
information in a condensed way into
columns and rows.
3. Outlines reflect the most important ideas
contained in a selection or article.

16.  T-Chart

17.  Venn Diagram

18.  Chain of Events

19.  Continuum is used for time line showing historical
events, ages, degrees of something, shades of
meaning, or rating scales.
 Comparison or Contrast – is used to show
similarities and differences.
 Spider Map – is used to describe a central idea: a
thing, a process, a concept, and proposition.
 Reflective Journal – entry the student identifies the
activity and then reflects on the material learned.
 PIN chart – is used in analyzing the problem and
putting it in a new light or perspective.
 SWOT (Strengths, Weakness, Opportunities, Threats)
– is used when we evaluate according to its merits
and demerits.

20.  Story Grammar works best in reading a
story, allows us to ask ourselves some
questions as we read the story.
 SQ3R Strategy is applicable to all
subject areas. SQ3R means:
S – Survey Q – Question R – Read
R – Recite R – Review

21.  Advance Organizer is a textbook
clue that provides advanced
information about the material.
Allow us to:
1. Preview the material
2. Activate prior knowledge
3. Establish our purpose for reading.

22.  KWL Strategy helps us organize our
understanding of a text. It is a strategy
where:
K is for KNOW
W is for WANT TO KNOW
L is for LEARNING
 How to Increase Comprehension
 Make learning sequential.
 Rethink at designated points in the lesson.
 Summarize what we have read in our notes.

23.  Recalling Strategies
 Understand
 Desire
 Practice
 Systematize
 Develop associations
 Interest

24.  Mnemonic devices are influenced by
association theory; these are very specific
strategies that help us remember
information.
 Questioning is another type of
strengthening the cognitive process.
 Contextual clues
 Definition or Synonym
 Explanation
 Example or Illustration
 Comparison and Contrast

25.  Chunking is an aid to learning; it
helps us acquire knowledge and
information.
 Pattern chunking - is the easiest way
to remember bits of information, finding
patterns.
 Categorical chunking – arranging the
information by establishing categories.
• Advantages and Disadvantages
• Similarities and Differences
• Structure and Function
• Taxonomies
• Arrays

26.  Idea-generating is a strategy
through which we generate ideas.
 Brainstorming – is a technique in which
we generate ideas in a spontaneous
manner.
 Catchball – term used in business
which means the cross-functional
method for accomplishing two
different goals.
 PO- means provocative operation,
popularized by Edward de Bono.
 Plus- Minus – Interesting – is another
technique for generating ideas.

27.  Think-aloud is a very useful
technique for establishing an initial
model; this verbalizes our thought in
order to demonstrate the needed skill.
 Cognitive Apprenticeship – is a
relationship in which an expert
stretches and supports a novice’s
understanding and use of the culture’s
skills.

28.  Scaffolding means peer support
which becomes one way of resolving
the gaps in understanding.
 Emotional Scaffolds are temporary
but reliable teacher-initiated
interactions that support students’
positive emotional experiences to
achieve a variety of classroom goals
(Schutz & Pekrun 2007).

30. Some Principles of Effective Learning:
1. Knowing what we know.
2. Knowing between ease and familiarity
of knowledge.
3. Opening sesame to learning.
4. Learning is not always perfect.
5. Processing our experience trough
cognitive structures.
6. Learning is a lifelong process.
7. Developing the attitude of flexibility
about classroom management.

31. 8. Being a lifetime learner.
9. Teaching and learning.
10. Planning for time and space affects the
learning tasks in the classroom.
11. Starting where the students are.
12. There are several factors that influence
learning.
13. Providing a knowledge base about the
aspects of assessment an evaluation.
14. Obtaining the information and
knowledge through the senses.

32.  Vision, mission, and philosophy of the
school.
 Goals and objectives of the school.
 Standards of instruction.
Characteristics of students.
Planning is nothing more than thinking about
what we want to accomplish. The process of
planning should consider the following
aspects:

33.  Theme or unit.
 Time allotment.
 Cognition and metacognition.
 Special needs.
 Assessment techniques.

34.  Cognitive objectives
 Performance objectives
 Consequence objectives
 Affective objectives
 Exploratory objectives
Specifying the Learning Objectives:
Criteria:

35.  Content describes the specific
subject matter.
 Behavior describes what students
will do to show that they have
learned.
Components of Learning Objectives:

36. S is specific
M is Measurable
A is Attainable
R is realistic
T is time-bound
SMART principle where:

37. S is specific
M is Measurable
A is Attainable
R is realistic
T is time-bound
E is essential
R is result-oriented
SMART principle can be made even
SMARTER where:

38.  Condition deals with all the
circumstances, situations or settings
under which the learners will perform
the desired behavior.
 Criterion refers to the level of
acceptable performance. It is also
the standard describing mastery
level of student performance of a
behavior.

39.  Appropriateness of the objectives
to the learning outcomes.
 Logical learning outcomes.
 Attainability of objectives.
 Harmony between the objectives
and the philosophy of the school.
 Harmony between objectives and
basic principles of learning.
Factors (Readiness, Motivation, Retention, Transfer)
Criteria for Selecting Learning Objectives:

40. Taxonomy – is a hierarchical model that
describes classification and sequencing
procedures.
Taxonomy of Learning Objectives:

41. THANK YOU !!!