Perbaikan reni yunita
•Download as PPTX, PDF•
0 likes•958 views
The document discusses learning strategies training and classroom management techniques. It describes learning strategy training as teaching students skills like skimming, previewing, and think-aloud techniques to improve their reading comprehension and speed. Classroom management aims to ensure smooth lessons despite disruptive behavior and involves preventative techniques as well as managing instructional, engaged, and academic learning time. The goal of learning strategy training is to help learners continue independent language learning after formal study.
Report
Share
Report
Share
Recommended
Language Learning Strategies
The document discusses language learning strategies, describing their features and types including cognitive, metacognitive, compensatory, affective, and social strategies. It also covers researching strategy use, what characterizes good language learners, the benefits of strategy instruction, and factors that influence strategy choice such as motivation, environment, and personality. Research shows that greater strategy use is linked to higher language proficiency and strategy instruction can improve students' self-efficacy, motivation, and language performance if integrated appropriately into the classroom.
Learning strategies
This document outlines different learning strategies categorized into direct and indirect strategies. Direct strategies include memory strategies like creating mental images and reviewing information. Cognitive strategies involve practicing, receiving/sending messages, and analyzing/reasoning. Compensation strategies allow students to compensate for missing knowledge by guessing from context or getting help from others. Indirect strategies are affective strategies for managing emotions, social strategies like cooperating with others, and metacognitive strategies for self-monitoring the learning process. The document provides examples for each type of strategy to help teachers understand different approaches to facilitate learning.
Learning Strategies
The document discusses learning strategies and their importance for language learning. It defines learning strategies as specific actions taken by learners to make learning easier, faster and more effective. Some key learning strategy types include cognitive, metacognitive, memory and social strategies. Successful language learners actively involve themselves in the learning process, develop awareness of language as a system and means of communication, and accept the emotional challenges of learning. While some strategies are more stable, others can be changed based on the learning task. Studies show strategies can improve language skills if used appropriately for the person, task and context.
Learning strategies
The document discusses different learning strategies to help effectively learn new content from an e-training course on pressure measurement. It outlines cognitive learning strategies like structuring, summarization, repetition, and practice. It also discusses metacognitive strategies like control, creating a study plan or schedule, and monitoring comprehension. Finally, it discusses using resources like asking others questions, explaining concepts to someone else, and using online resources to clarify any gaps in understanding.
Language Learning Strategies
This document discusses language learning strategies. It identifies different types of strategies including cognitive, mnemonic, metacognitive, compensatory, affective, and social strategies. It also discusses current trends in language learning strategies, such as making teachers aware of the importance of strategies and how to teach strategies effectively.
Language learning strategies : Rebecca L. Oxford
This document is a paper submitted by Solanki Pratiksha M. about language learning strategies as discussed in the book by Rebecca L. Oxford. It discusses six main categories of language learning strategies: cognitive strategies, mnemonic strategies, metacognitive strategies, compensatory strategies, affective strategies, and social strategies. It also addresses influences on strategy choice and current and future trends in strategies research.
Learning strategies
1. The document discusses Stern's classification of learning strategies, which divides strategies into 5 categories: management and planning, cognitive, communicative/experiential, interpersonal, and affective.
2. Within each category are examples of specific strategies like goal-setting, memorization, asking questions, interacting with native speakers, and building confidence.
3. Effective learners are found to use a variety of strategies appropriately for the task and are aware of how and why they use different strategies. Less effective learners apply strategies randomly without purpose.
Language Learning Strategies
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
Recommended
Language Learning Strategies
The document discusses language learning strategies, describing their features and types including cognitive, metacognitive, compensatory, affective, and social strategies. It also covers researching strategy use, what characterizes good language learners, the benefits of strategy instruction, and factors that influence strategy choice such as motivation, environment, and personality. Research shows that greater strategy use is linked to higher language proficiency and strategy instruction can improve students' self-efficacy, motivation, and language performance if integrated appropriately into the classroom.
Learning strategies
This document outlines different learning strategies categorized into direct and indirect strategies. Direct strategies include memory strategies like creating mental images and reviewing information. Cognitive strategies involve practicing, receiving/sending messages, and analyzing/reasoning. Compensation strategies allow students to compensate for missing knowledge by guessing from context or getting help from others. Indirect strategies are affective strategies for managing emotions, social strategies like cooperating with others, and metacognitive strategies for self-monitoring the learning process. The document provides examples for each type of strategy to help teachers understand different approaches to facilitate learning.
Learning Strategies
The document discusses learning strategies and their importance for language learning. It defines learning strategies as specific actions taken by learners to make learning easier, faster and more effective. Some key learning strategy types include cognitive, metacognitive, memory and social strategies. Successful language learners actively involve themselves in the learning process, develop awareness of language as a system and means of communication, and accept the emotional challenges of learning. While some strategies are more stable, others can be changed based on the learning task. Studies show strategies can improve language skills if used appropriately for the person, task and context.
Learning strategies
The document discusses different learning strategies to help effectively learn new content from an e-training course on pressure measurement. It outlines cognitive learning strategies like structuring, summarization, repetition, and practice. It also discusses metacognitive strategies like control, creating a study plan or schedule, and monitoring comprehension. Finally, it discusses using resources like asking others questions, explaining concepts to someone else, and using online resources to clarify any gaps in understanding.
Language Learning Strategies
This document discusses language learning strategies. It identifies different types of strategies including cognitive, mnemonic, metacognitive, compensatory, affective, and social strategies. It also discusses current trends in language learning strategies, such as making teachers aware of the importance of strategies and how to teach strategies effectively.
Language learning strategies : Rebecca L. Oxford
This document is a paper submitted by Solanki Pratiksha M. about language learning strategies as discussed in the book by Rebecca L. Oxford. It discusses six main categories of language learning strategies: cognitive strategies, mnemonic strategies, metacognitive strategies, compensatory strategies, affective strategies, and social strategies. It also addresses influences on strategy choice and current and future trends in strategies research.
Learning strategies
1. The document discusses Stern's classification of learning strategies, which divides strategies into 5 categories: management and planning, cognitive, communicative/experiential, interpersonal, and affective.
2. Within each category are examples of specific strategies like goal-setting, memorization, asking questions, interacting with native speakers, and building confidence.
3. Effective learners are found to use a variety of strategies appropriately for the task and are aware of how and why they use different strategies. Less effective learners apply strategies randomly without purpose.
Language Learning Strategies
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
Aplied linguitic (learners strategies)
This document discusses developments in language learners' strategies. It covers defining learning strategies, classifying them, factors that influence strategy choice, relationships between strategies and language learning, and developments in strategy-based instruction. Key points include: learning strategies are techniques used by language learners to help acquisition and use; they have been classified into categories like cognitive, metacognitive, and social strategies; individual learner differences and task characteristics influence strategy use; and training learners in strategy use may help language development.
Language Learning Strategies
This study examined the perceptions of language learning strategies between international students and their teachers at a private English language school in New Zealand. A questionnaire was administered to 131 students and 34 teachers to determine the frequency of strategy use by students and the perceived importance of strategies by teachers. The results found that there was a 71% match between strategies that students reported using frequently and teachers perceived as important. However, there were also some mismatches, such as two strategies that teachers saw as highly important but students reported using least frequently. Overall, the study found that teachers were generally aware of important language learning strategies, and many of their perceptions aligned with students' reported strategy use.
The Importance of Learning Strategies in ELT
This document discusses the importance of learning strategies in English language teaching. It defines learning strategies as steps taken by students to enhance their own learning, and explains that strategies help language learners become independent and make the most of the English they know. Various categories of strategies are presented, like direct, indirect, metacognitive and social/affective strategies. Examples are provided for different types of strategies. The document also shares the author's experience using strategies in their own learning and teaching.
Learning strategy-training
The document discusses learning strategy training. It explains that learning strategies are techniques used by learners to facilitate their own learning, such as guessing meanings, communicating despite mistakes, and practicing speech. The document also discusses that learners benefit from direct training in learning strategies to maximize learning and increase autonomy. Finally, it provides an example of a teacher training students in the advanced organization strategy of previewing readings to improve comprehension and reading speed.
Nyikos Strategy Presentation07
The document discusses language learning strategies and how they can help overcome affective barriers to learning like anxiety, lack of motivation, and negative attitudes. It defines language learning strategies as conscious steps learners take to facilitate acquiring, storing, retrieving, and using language. The document also outlines Oxford's taxonomy of direct and indirect language learning strategies and discusses how strategies can promote learner autonomy and successful language acquisition.
language learning strategies
This research report examines language learning strategies used by second language learners in Pakistan. An interview-based study found that the most frequently used strategy is practice. Specifically, practice was the dominant strategy for listening (95%), reading (69%), and writing (49%). Memorization was also commonly used for speaking (89%) and vocabulary (45%). The findings contradict the researcher's initial hypothesis that memorization would be the sole strategy used. The report concludes that making learners aware of various language learning strategies can help improve the language learning process.
Learning Strategies
This document discusses learning strategies and their importance for both students and teachers. It defines learning strategies as a set of steps, behaviors, and routines used to understand and remember new skills and knowledge. Recognizing one's own learning strategies can make learning easier, faster, more effective and enjoyable. The document prompts reviewing common learning strategies used daily and in different roles, and considers how students' strategies may intersect with teaching strategies. It also lists different types of learning strategies.
Language learning strategies
Specific actions taken by learners to make language learning easier, faster, more effective and transferable are called language learning strategies. These strategies manage and coordinate skills at a higher level and successful learners have developed a range of strategies to select the most appropriate for different problems. Direct strategies like memorizing, guessing meaning and rehearsal contribute directly to cognitive language learning, while indirect strategies bring learners closer to the target language through more input or practice opportunities.
Learning strategies
Language learning strategies are specific actions that make learning a language easier, faster, more enjoyable, and more effective. The document outlines two categories of strategies: direct strategies that involve mental processing of the language and indirect strategies that support language learning psychologically and socially. Direct strategies include memory, cognitive, and compensation techniques. Indirect strategies involve metacognitive, affective, and social approaches. The document provides examples of different strategies within each category and concludes by thanking the audience.
Learning style & strategies
This document discusses learning styles and strategies. It begins by outlining the objectives and sequence of topics to be presented. These include how people learn through visual, auditory and tactile means. It then provides background on learning styles and strategies based on the work of psychologists Jung and Piaget. Key definitions are given for learning styles as natural habitual preferences for absorbing information and strategies as characteristics teachers stimulate in students. The importance of understanding learning styles for diverse classrooms is highlighted. Various types of learning styles are then described, including cognitive, sensory and personality styles. Finally, principles for teaching different styles and strategies are outlined.
Learning strategies
The document discusses whether teachers should teach students learning strategies. It argues that teaching learning strategies helps students become better, more autonomous learners who understand their own learning process. Some examples of metacognitive strategies that could be taught include organizing one's own learning, managing learning, monitoring progress, and evaluating one's learning. The document also notes challenges like students not being aware of learning strategies and teachers not suggesting tools to help students or explaining how to complete outside tasks.
Success in Reading Intervention
This document provides tips for reading intervention in three main sections. The first section discusses setting up student groups by mixing abilities and avoiding putting friends together. The second section recommends using curriculum-relevant vocabulary in workshops to improve reading comprehension and writing. The third section offers in-class tips, such as assigning lower-level spelling to struggling readers, using whole-class reading instead of round robin, having one-on-one reading sessions, and incorporating targeted vocabulary into discussions.
Teaching language
This document discusses strategies for developing language skills in students. It outlines Cummins' distinction between basic interpersonal communication skills (BICS) needed for social interaction and cognitive academic language proficiency (CALP) required for academic success. It also summarizes Krashen's natural approach to language acquisition, emphasizing comprehensible input, low anxiety, and meaningful communication. Finally, it provides 15 specific strategies teachers can use to foster language development, such as using nursery rhymes, songs, conversations, stories, and dramatic play.
Method of teaching english
This document discusses strategies for teaching English, including learning strategy training and classroom management. Learning strategy training involves identifying problems students have in learning a new language and developing solutions. It includes metacognitive strategies like thinking aloud, checklists and teacher modeling, as well as cognitive strategies like mental repetition and association, and social/affective strategies like role playing and cooperation. Classroom management establishes rules, expectations and tips for teachers to maintain positive behavior and motivation, such as starting strictly and being prepared and patient. Voice levels from silent to crowd noise are presented to control class volume.
Cognitive strategies
This document provides information on cognitive strategies that can be explicitly taught to students to help them become more strategic, flexible learners. It discusses that cognitive strategies must be taught and practiced multiple times to become powerful tools. The document then lists and describes various cognitive strategies for readers, such as planning and goal setting, tapping prior knowledge, asking questions, monitoring comprehension, and reflecting on what was read. It also provides examples of strategy exercises teachers can use, such as word sorts, Venn diagrams, predicting, and synonym activities. The document emphasizes the importance of practicing strategies naturally and using resources to support reading comprehension.
Cognitive strategies
The document outlines various cognitive strategies that language learners can use to help them learn more successfully, including: planning tasks and checking comprehension, using background knowledge and making predictions, personalizing information, applying knowledge of other languages, substituting or paraphrasing unknown words, using images or kinesthetic senses, finding and applying patterns, taking notes, using graphic organizers, accessing information sources, cooperating with others, and self-talk. The strategies involve deliberately manipulating language through various techniques like repetition, organization, summarization, and guessing meaning from context.
Language Learning Strategies
This document discusses language learning strategies. It begins by introducing the topic and noting that research into language learning strategies (LLS) began in the 1960s with developments in cognitive psychology. A key figure, Rubin, identified characteristics of good language learners in 1975. The document then presents various taxonomies of LLS proposed by researchers like Rubin, O'Malley, Stern, and Oxford over time to categorize common language learning strategies. It also discusses tools used to investigate LLS, like interviews and questionnaires. Finally, it briefly touches on the link between learning strategies and learning styles, with some learners predisposed to certain strategies.
TEACHING LEARNING STRATEGIES WITH THE CALLA APPROACH
English language learning (ELL) students face many challenges to academic achievement. Not
only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
can help students meet these goals.
The Effects of Fluency on Reading Comprehension
This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
Language Learning Strategies (Memory Strategies)
The document discusses language learning strategies, dividing them into direct and indirect categories. Direct strategies include memory, cognitive, and compensation techniques. Memory strategies help learners store and retrieve vocabulary, such as creating mental linkages through grouping words and placing words in context. Applying images, sounds, actions and reviewing well are also memory techniques. Indirect strategies involve metacognitive, affective and social approaches.
Perbaikan reni yunita
1. The document discusses learning strategies training which teaches students techniques like skimming, previewing, and not reading every word to improve reading speed and comprehension.
2. It focuses on using skimming to find the main idea by reading the title, first paragraph, and skipping unknown words without using a dictionary.
3. Classroom management aims to ensure smooth lessons and prevent disruptions, using techniques such as corporal punishment, rote discipline, preventative measures, and effective time management.
CA1: Reading Strategies Flip book
This document provides descriptions and instructions for implementing various before, during, and after reading strategies. It discusses strategies such as first lines, concept sorts, peer-assisted learning, think aloud, think-pair-share, concept maps, double entry journals, story maps, SQ3R, reading guides, exit slips, question-answer relationships, questioning the author, summarizing, and frame routines. For each strategy, it explains why the strategy is beneficial and how to implement it in the classroom, with a focus on engaging students, improving comprehension, and assessing understanding.
More Related Content
What's hot
Aplied linguitic (learners strategies)
This document discusses developments in language learners' strategies. It covers defining learning strategies, classifying them, factors that influence strategy choice, relationships between strategies and language learning, and developments in strategy-based instruction. Key points include: learning strategies are techniques used by language learners to help acquisition and use; they have been classified into categories like cognitive, metacognitive, and social strategies; individual learner differences and task characteristics influence strategy use; and training learners in strategy use may help language development.
Language Learning Strategies
This study examined the perceptions of language learning strategies between international students and their teachers at a private English language school in New Zealand. A questionnaire was administered to 131 students and 34 teachers to determine the frequency of strategy use by students and the perceived importance of strategies by teachers. The results found that there was a 71% match between strategies that students reported using frequently and teachers perceived as important. However, there were also some mismatches, such as two strategies that teachers saw as highly important but students reported using least frequently. Overall, the study found that teachers were generally aware of important language learning strategies, and many of their perceptions aligned with students' reported strategy use.
The Importance of Learning Strategies in ELT
This document discusses the importance of learning strategies in English language teaching. It defines learning strategies as steps taken by students to enhance their own learning, and explains that strategies help language learners become independent and make the most of the English they know. Various categories of strategies are presented, like direct, indirect, metacognitive and social/affective strategies. Examples are provided for different types of strategies. The document also shares the author's experience using strategies in their own learning and teaching.
Learning strategy-training
The document discusses learning strategy training. It explains that learning strategies are techniques used by learners to facilitate their own learning, such as guessing meanings, communicating despite mistakes, and practicing speech. The document also discusses that learners benefit from direct training in learning strategies to maximize learning and increase autonomy. Finally, it provides an example of a teacher training students in the advanced organization strategy of previewing readings to improve comprehension and reading speed.
Nyikos Strategy Presentation07
The document discusses language learning strategies and how they can help overcome affective barriers to learning like anxiety, lack of motivation, and negative attitudes. It defines language learning strategies as conscious steps learners take to facilitate acquiring, storing, retrieving, and using language. The document also outlines Oxford's taxonomy of direct and indirect language learning strategies and discusses how strategies can promote learner autonomy and successful language acquisition.
language learning strategies
This research report examines language learning strategies used by second language learners in Pakistan. An interview-based study found that the most frequently used strategy is practice. Specifically, practice was the dominant strategy for listening (95%), reading (69%), and writing (49%). Memorization was also commonly used for speaking (89%) and vocabulary (45%). The findings contradict the researcher's initial hypothesis that memorization would be the sole strategy used. The report concludes that making learners aware of various language learning strategies can help improve the language learning process.
Learning Strategies
This document discusses learning strategies and their importance for both students and teachers. It defines learning strategies as a set of steps, behaviors, and routines used to understand and remember new skills and knowledge. Recognizing one's own learning strategies can make learning easier, faster, more effective and enjoyable. The document prompts reviewing common learning strategies used daily and in different roles, and considers how students' strategies may intersect with teaching strategies. It also lists different types of learning strategies.
Language learning strategies
Specific actions taken by learners to make language learning easier, faster, more effective and transferable are called language learning strategies. These strategies manage and coordinate skills at a higher level and successful learners have developed a range of strategies to select the most appropriate for different problems. Direct strategies like memorizing, guessing meaning and rehearsal contribute directly to cognitive language learning, while indirect strategies bring learners closer to the target language through more input or practice opportunities.
Learning strategies
Language learning strategies are specific actions that make learning a language easier, faster, more enjoyable, and more effective. The document outlines two categories of strategies: direct strategies that involve mental processing of the language and indirect strategies that support language learning psychologically and socially. Direct strategies include memory, cognitive, and compensation techniques. Indirect strategies involve metacognitive, affective, and social approaches. The document provides examples of different strategies within each category and concludes by thanking the audience.
Learning style & strategies
This document discusses learning styles and strategies. It begins by outlining the objectives and sequence of topics to be presented. These include how people learn through visual, auditory and tactile means. It then provides background on learning styles and strategies based on the work of psychologists Jung and Piaget. Key definitions are given for learning styles as natural habitual preferences for absorbing information and strategies as characteristics teachers stimulate in students. The importance of understanding learning styles for diverse classrooms is highlighted. Various types of learning styles are then described, including cognitive, sensory and personality styles. Finally, principles for teaching different styles and strategies are outlined.
Learning strategies
The document discusses whether teachers should teach students learning strategies. It argues that teaching learning strategies helps students become better, more autonomous learners who understand their own learning process. Some examples of metacognitive strategies that could be taught include organizing one's own learning, managing learning, monitoring progress, and evaluating one's learning. The document also notes challenges like students not being aware of learning strategies and teachers not suggesting tools to help students or explaining how to complete outside tasks.
Success in Reading Intervention
This document provides tips for reading intervention in three main sections. The first section discusses setting up student groups by mixing abilities and avoiding putting friends together. The second section recommends using curriculum-relevant vocabulary in workshops to improve reading comprehension and writing. The third section offers in-class tips, such as assigning lower-level spelling to struggling readers, using whole-class reading instead of round robin, having one-on-one reading sessions, and incorporating targeted vocabulary into discussions.
Teaching language
This document discusses strategies for developing language skills in students. It outlines Cummins' distinction between basic interpersonal communication skills (BICS) needed for social interaction and cognitive academic language proficiency (CALP) required for academic success. It also summarizes Krashen's natural approach to language acquisition, emphasizing comprehensible input, low anxiety, and meaningful communication. Finally, it provides 15 specific strategies teachers can use to foster language development, such as using nursery rhymes, songs, conversations, stories, and dramatic play.
Method of teaching english
This document discusses strategies for teaching English, including learning strategy training and classroom management. Learning strategy training involves identifying problems students have in learning a new language and developing solutions. It includes metacognitive strategies like thinking aloud, checklists and teacher modeling, as well as cognitive strategies like mental repetition and association, and social/affective strategies like role playing and cooperation. Classroom management establishes rules, expectations and tips for teachers to maintain positive behavior and motivation, such as starting strictly and being prepared and patient. Voice levels from silent to crowd noise are presented to control class volume.
Cognitive strategies
This document provides information on cognitive strategies that can be explicitly taught to students to help them become more strategic, flexible learners. It discusses that cognitive strategies must be taught and practiced multiple times to become powerful tools. The document then lists and describes various cognitive strategies for readers, such as planning and goal setting, tapping prior knowledge, asking questions, monitoring comprehension, and reflecting on what was read. It also provides examples of strategy exercises teachers can use, such as word sorts, Venn diagrams, predicting, and synonym activities. The document emphasizes the importance of practicing strategies naturally and using resources to support reading comprehension.
Cognitive strategies
The document outlines various cognitive strategies that language learners can use to help them learn more successfully, including: planning tasks and checking comprehension, using background knowledge and making predictions, personalizing information, applying knowledge of other languages, substituting or paraphrasing unknown words, using images or kinesthetic senses, finding and applying patterns, taking notes, using graphic organizers, accessing information sources, cooperating with others, and self-talk. The strategies involve deliberately manipulating language through various techniques like repetition, organization, summarization, and guessing meaning from context.
Language Learning Strategies
This document discusses language learning strategies. It begins by introducing the topic and noting that research into language learning strategies (LLS) began in the 1960s with developments in cognitive psychology. A key figure, Rubin, identified characteristics of good language learners in 1975. The document then presents various taxonomies of LLS proposed by researchers like Rubin, O'Malley, Stern, and Oxford over time to categorize common language learning strategies. It also discusses tools used to investigate LLS, like interviews and questionnaires. Finally, it briefly touches on the link between learning strategies and learning styles, with some learners predisposed to certain strategies.
TEACHING LEARNING STRATEGIES WITH THE CALLA APPROACH
English language learning (ELL) students face many challenges to academic achievement. Not
only must they learn academic English, but they must also learn content subject matter and
skills. In addition, ELL students are now expected to meet many of the same national and
state standards and assessments as native English speakers. Learning strategies instruction
can help students meet these goals.
The Effects of Fluency on Reading Comprehension
This research proposal aims to study the relationship between reading fluency and comprehension. It hypothesizes that a balanced focus on both fluency and comprehension strategies, rather than emphasizing one over the other, could improve student reading ability. The study will be conducted with 12th grade students in Puerto Rico and evaluate the impact of different reading strategies on fluency and comprehension levels over one school year. The results are expected to show a correlation between fluency and comprehension, suggesting the need for a balanced reading curriculum. Further research will also be recommended due to the limited scope of this initial study.
Language Learning Strategies (Memory Strategies)
The document discusses language learning strategies, dividing them into direct and indirect categories. Direct strategies include memory, cognitive, and compensation techniques. Memory strategies help learners store and retrieve vocabulary, such as creating mental linkages through grouping words and placing words in context. Applying images, sounds, actions and reviewing well are also memory techniques. Indirect strategies involve metacognitive, affective and social approaches.
What's hot (20)
TEACHING LEARNING STRATEGIES WITH THE CALLA APPROACH
TEACHING LEARNING STRATEGIES WITH THE CALLA APPROACH
Similar to Perbaikan reni yunita
Perbaikan reni yunita
1. The document discusses learning strategies training which teaches students techniques like skimming, previewing, and not reading every word to improve reading speed and comprehension.
2. It focuses on using skimming to find the main idea by reading the title, first paragraph, and skipping unknown words without using a dictionary.
3. Classroom management aims to ensure smooth lessons and prevent disruptions, using techniques such as corporal punishment, rote discipline, preventative measures, and effective time management.
CA1: Reading Strategies Flip book
This document provides descriptions and instructions for implementing various before, during, and after reading strategies. It discusses strategies such as first lines, concept sorts, peer-assisted learning, think aloud, think-pair-share, concept maps, double entry journals, story maps, SQ3R, reading guides, exit slips, question-answer relationships, questioning the author, summarizing, and frame routines. For each strategy, it explains why the strategy is beneficial and how to implement it in the classroom, with a focus on engaging students, improving comprehension, and assessing understanding.
Thomas share red4348 ca1
This document outlines strategies that teachers can use before, during, and after reading expository text to help students comprehend the material. Some strategies discussed include connecting new information to prior knowledge, using graphic organizers, pre-teaching vocabulary, discussing text features, thinking aloud, marking the text, taking notes, summarizing periodically, completing graphic organizers, rereading, using exit slips to check understanding, and encouraging additional research on the topic. The strategies target different phases of the reading process to actively engage students and improve comprehension.
Reading skills
Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
Key skills of EFL teacher
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
Learning Strategy Training
It is a methodological innovation and its main concern is with the language learner.
It reflects an interesting and enduring methodological practice. In 1975 Rubin investigated what “good language learners” did to facilitate their learning.
Learning strategies are “the techniques or devices which a learner may use to acquire knowledge.”
Kimball guided reading day 1
This document provides information about guided reading lessons. It begins with definitions of guided reading and explains why it is used. Examples of guided reading lessons for different grade levels are then described. Key aspects of effective guided reading lessons are outlined, including introducing texts before reading, supporting reading during, and discussing and extending understanding after. Characteristics of different types of readers are also detailed to show how lessons should be tailored to readers' abilities.
Ppt reading approach
The reading approach is a method for teaching beginning readers that focuses on developing reading comprehension skills. It was originally developed for teaching English, French, and German to learners who did not have time to develop oral language skills. The key aspects of the reading approach include extensive reading of texts, identifying meanings rather than individual words or letters, understanding texts quickly, and reading actively. The teacher's role is to motivate students, encourage reading strategies, and support the development of comprehension. While the approach is efficient for large classes and develops vocabulary, it lacks a focus on speaking skills and can feel oppressive with its controlled vocabulary and grammar.
ppt-readingapproach-201014070716 (1) (2).pptx
reasdadddddhyogtttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttpppppppppppppppppppppppppppppppppppppppppppppp
ppt-readingapproach-201014070716 (1).pptx
tttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttt
What this module is about
This module aims to help elementary school teachers gain knowledge and understanding of various approaches, methods, strategies and techniques for achieving learning objectives in English. It discusses the communicative language teaching approach, best practices for beginning reading instruction, and strategies for teaching comprehension skills. The objectives of the module are for teachers to be able to identify, describe, and implement different approaches and methods using effective strategies to achieve learning goals in English.
critical assignment 1 RED4348 Maggie Bustamante
This document provides an overview of strategies to use before, during, and after reading non-fiction texts. Some key strategies discussed include using KWL charts and activating prior knowledge before reading. During reading, the document recommends strategies like think-alouds, asking questions, making connections and visualizing. After reading, teachers should have students reflect, summarize what they learned, and question the author. The goal is to engage students with the text and improve comprehension at each stage of the reading process.
Reciprocal teaching
Reciprocal teaching is an instructional strategy that involves students leading small group discussions about texts they have read. During these discussions, students take turns playing the roles of summarizer, question generator, clarifier, and predictor. The goal is for students to think critically about what they are reading and monitor their own comprehension. Teachers first model the strategies and then gradually release responsibility to the students. Reciprocal teaching encourages active involvement in the reading and helps improve comprehension.
Learning Strategies
Learning strategies are mental steps that help students learn a new language and regulate their learning efforts. They include cognitive strategies like repetition, translation, note-taking, and contextualization that directly manipulate information, as well as metacognitive strategies for planning, monitoring, and evaluating one's learning like directed attention, self-monitoring, and self-evaluation. Learning strategy instruction teaches students how to learn and use strategies to be active, successful learners.
The learning process
This document discusses learning strategies and how to encourage learner independence. It defines learning strategies as specific actions that make learning easier and more effective. Direct strategies like memorizing and indirect strategies like self-evaluation are explained. The document also provides examples of cognitive, interpersonal, linguistic, affective, and creative learning strategies. To encourage learner independence, the document recommends setting goals, self-assessment, and giving learners choices in their learning process.
Power Strategies after break
The document discusses four reading strategies: questioning, using text features, monitoring understanding, and understanding. It provides examples of how to teach students each strategy and includes modeled lessons, guided practice activities, and objectives for helping students learn and apply the strategies when reading. Template tools like TAG are introduced to help students organize their reading using the strategies.
Strategies
These five strategies are some of the ones we either studied in class or saw in our mentor's lessons and even had a chance to practice
Unit 1 reflection
This document discusses learning strategies and how teachers can help students develop metacognitive skills and learning autonomy. It explains that teachers need to be aware of the tasks they assign so they can identify the most suitable learning strategies. The document also describes how the author created a language learning profile for a student to diagnose issues and promote strategic learning through a personalized lesson plan, though acknowledging this may be difficult with large student numbers and varied needs.
Unit 8, ENGLISH IV CODE NO 6471
This document discusses various teaching methods for English, including grammar translation, direct method, bilingual method, reading method, situation method, audio-lingual method, total physical response, blended learning, and cooperative learning. For each method, it provides the key characteristics, advantages, and disadvantages. It emphasizes that teaching methodology should provide systematic and scientific guidance for teaching English effectively.
Ashley duncklee critical assignment 1 before, during, and after reading stra...
Before reading strategies include thinking about vocabulary, setting a purpose, and making predictions using a KWL chart or the first lines of a text. During reading, teachers can use think-alouds, partner reading, graphic organizers, and monitoring comprehension to improve understanding. After reading, students can summarize, re-read, provide exit tickets, or participate in a whip where the teacher asks questions to check comprehension. The document outlines strategies to use before, during, and after reading to improve student engagement and learning.
Similar to Perbaikan reni yunita (20)
Ashley duncklee critical assignment 1 before, during, and after reading stra...
Ashley duncklee critical assignment 1 before, during, and after reading stra...
More from syahyar
Clt padil
Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes authentic interaction and communication as both the means and goal of instruction. CLT uses real-life situations to encourage communication and aims to develop students' communicative competence. The teacher takes the role of facilitator and manager of classroom activities, establishing situations to promote communication, answering questions, and monitoring performance. Students are actively engaged as communicators, working to transfer meaning, make themselves understood, understand others, and manage social activities. Benefits of CLT include effective teaching methods, a friendly learning environment, easier student motivation, learning without memorization, supporting creativity, and developing fluency and accuracy.
Presentation1 eva ratna sari
Task-based instruction is a method for language teaching that focuses on having students complete meaningful tasks using targeted vocabulary and structures. It emphasizes setting a purpose and context for tasks, and how they will be accomplished. While it can effectively teach both content and language when combined with other methods, it requires significant creativity from teachers and relies heavily on student motivation and engagement, especially if tasks are done outside of class. Classroom management of shared textbooks can present challenges if books are not properly tracked and returned.
Syahyar
Blended learning is an educational approach that combines online digital media with traditional classroom methods. It enables students to learn at their own pace, keeps students focused for longer periods, and prepares them for the future. Blended learning gives students more choice in when and where they learn.
Collaborative leaning = dian maya nurita
Collaborative learning involves students working together in groups to solve problems or complete tasks. It allows students of varying abilities to learn from each other. Some benefits include improved socialization, dividing up tasks, giving feedback, and debating different conclusions. The teacher takes on more of a facilitator role, while students work together to critically think and solve problems. Common collaborative learning strategies are jigsaw, think-pair-share, interview, and numbered heads together. Advantages are easier collaboration, exchanging experiences, contributing ideas, and being responsible for group achievement. A potential disadvantage is that the learning process takes longer and could cause minor disagreements.
Cooperative language learning umi
Cooperative learning is defined as instruction that uses small groups to maximize student learning. There are five essential elements: positive interdependence, individual accountability, group processing, interpersonal skills, and face-to-face interaction. Cooperative learning groups should consist of students with different abilities, backgrounds, and interests. It aims to develop students' social skills like communication, collaboration, and problem solving. Two common types are STAD, where students work in teams to achieve shared learning goals, and Jigsaw, where students are assigned different topics and must teach their expert topics to their groups.
Cooperative language learning umi
Cooperative learning is defined as instruction that uses small groups to maximize student learning. There are five essential elements: positive interdependence, individual accountability, group processing, interpersonal skills, and face-to-face interaction. Cooperative learning groups should consist of students with different abilities, backgrounds, and interests. It aims to develop students' social skills like communication, collaboration, and problem solving. Two common types are STAD, where students work in teams to achieve shared learning goals, and Jigsaw, where students are assigned different topics and must teach their expert topics to their groups.
Perbaikan lena adilla
Howard Gardner developed the theory of multiple intelligences in 1983 while at Harvard University. The theory proposes that there are eight different types of intelligence rather than just a single measure of intelligence as determined by IQ testing. Gardner identified eight specific intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, naturalist, and intrapersonal. Gardner believes teachers should take individual differences in students' minds seriously and help students develop their unique strengths.
Muhalida power poin
Project based learning (PBL) allows students to learn through inquiry and collaboration by researching and addressing real-world problems. It teaches important life skills like time management, project management, and leadership. Through extended projects, students take responsibility for their own learning while mastering multiple subjects. For example, a civics class project could involve students creating their own countries, defining government systems and economies, and presenting what they've learned. PBL improves engagement and prepares students for 21st century careers.
Muhalida power poin
Project based learning (PBL) allows students to learn through inquiry and solve complex problems in a collaborative way. It helps students develop important life skills like time management, collaboration, and leadership while also improving engagement and preparing students for 21st century careers. For example, in a civics class students each create their own country with its own government and economy, relating what they learn to their fictional country through a final presentation.
Participatory nurliana
The document discusses participatory learning approaches. It describes participatory approaches as solving learners' real-life problems using language as a tool, with learners bringing outside issues into the classroom. It identifies types of participation from passive to self-mobilization and explains the goal is to empower students to understand social forces and take action to control their lives. A participatory process builds ownership and trust in the community but takes longer than expert-driven approaches.
Khairurrahmi method
Blended learning combines online and in-person learning, allowing students some control over the time, place, path, and pace of their education. It provides advantages like personalized learning and increased engagement through tools like videos, discussions, and Google Docs. Teachers guide students and help develop their skills in blended classrooms. Role playing involves students assuming roles to practice skills and look at situations from different perspectives. It actively engages students, allows them to make real-world connections, and helps them appreciate different points of view. For role playing to be effective, clear expectations and feedback are needed to create a comfortable learning environment.
Windi riski ananda
A portfolio is a collection of a student's work that demonstrates their skills and learning over time. It originated in the 1970s and is now commonly used in education. A portfolio typically contains examples of a student's assignments, projects, and other work that showcases their competencies and progression. It allows students to be actively involved in the learning process through self-evaluation and setting individualized learning goals. While portfolios require more time to develop, they promote communication and accountability while demonstrating a student's understanding and achievement in the curriculum.
Susi susanti
Whole Language is an approach to teaching language arts that emphasizes teaching reading and writing as a whole rather than separate skills. It views language as a tool for communication and meaning making. The teacher acts as a facilitator, while students work collaboratively using authentic materials of their choosing to engage in reading, writing, and other skills. The goal is for students to learn language naturally through meaningful activities like story writing and peer interaction.
More from syahyar (13)
Recently uploaded
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRecently uploaded (20)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Perbaikan reni yunita
- 1. LEARNING STRATEGIES TRAINING AND CLASSROOM MANAGEMENT BY RENIYUNITA
- 2. A. LEARNING STRATEGIES What is LST ? Is when research observed that language teachers time might be profitably spent in learning training. Such suggestion led to the idea of learning strategy training. Training students in the use of learning strategies in order to improve their learning effectiveness.
- 3. Experience Where the students will be working on improving their reading by learning to preview and to skim to get the main idea of a reading passage. Learning this strategy will improve their comprehension and the speed at which they read.
- 4. Reading strategies Skimming is read quickly only to find out what the main idea of the text.
- 5. We uses the think-aloud technique in this concept • To do first is read title. • Read the first paragraph. • When we read through the first paragraph quickly and don’t read every word, skip those if we don’t know the meaning of. • Don’t use dictionary.
- 6. The Advantage of This Concept • The benefit of learning strategy training is that it can help learners to continue to learn after they have completed their formal study to be more effective in learning the target language.
- 7. B. CLASSROOM MANAGEMENT Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.
- 8. Techniques Corporal punishment Rote discipline Preventative techniques
- 9. Classroom Management AsTime Management Allocated time Instructional time Engaged time Academic learning time
- 10. THE END