Learning strategies are steps taken by students to enhance their own learning. ... Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.
TALK
- Use open ended questions to extend students thinking(How/Why?)
- Use group work.
- Give students clear roles.
- Use a cartoon to encourage classroom dialogue.
- Give students thinking time after asking question.
- Give praise to students for contributing to discussion
- Pair talk, two to four; listening triads; envoys; snowball; rainbow; jigsaw; spokesperson.
READING
- Complete missing text, labels in diagrams, or read text to complete a table.
- Sequence or classify pieces of text into categories.
- Matching key words to definition.
- Answer questions about a piece of text; condense a text into key points, map, branching diagram, create questions from a markscheme.
WRITING
* Writing to learn
- Answering the questions
- Preparing a summary
- Writing questions
*Writing to reason
- Analyse and criticize evidence
- Synthesise and evaluate ideas
* Writing to communicate
- Encourage alternative tasks, including poems, storyboards, concept maps, cartoons, letters, newspaper articles etc..
ASSESSMENT FOR LEARNING
1- Clarifying, sharing and understanding learning intensions and success criteria.
> Best examples discussion
> Student generated test items.
> Ranking exemplars
> What not to write
> Writing frames
2- Engineering effective classroom discussions, activities and learning tasks that elicit evidence of learning.
> What time > Mini-whiteboards
> Think, pair, share > Discussion questions
> Confidence score > Exit pass
> Hot seat questioning > Hinge point questions
3- Providing feedback that moves learning forward.
> Find the errors and fix them.
> Match comments to essays.
> Three questions
4- Activating learners as instruction resources for one another
> Best composite test paper
> Group-written end of topic test questions
> Speed-dating revision
> Peer-feedback-two stars and a wish.
> Ask teacher last
> Check against the pre-flight checklist.
5- Activating learners as owners of their own learning.
> Learning portfolios.
> Extended homework
> Self assessment through traffic lights etc.
SKILLS
Handling information and problem solving.
> locate, select, organize and present information from a variety of sources
> translate information from one form to another
> manipulate numerical and other data
> use information to identify patterns, report trends and draw inferences.
> present reasoned explanations for phenomena, patterns and relationships.
> make predictions and hypotheses.
> solve problems, including some of a quantitive nature.
Experimental skills and investigations
> safely use techniques, apparatus and materials
> plan experiments and investigations
> make and record observations, measurements and estimates.
> interpret and evaluate experimental observations and data.
> evaluate methods and suggest possible improvements.
Mathematical skills
*** English as an additional language learners and science
> technical and academic vocabulary
> words differ in meaning depending on context
> insufficient structures to communicate ideas
> directions are often multistep
> too many concepts explained on a science text page
> visuals may be complex and difficult to understand
> complex sentence structure and the passive voice used in text
*** Challenges learners face when reading in English : (Difficulty in understanding inferred meaning)
> density of unfamiliar vocabulary.
> grammar usage especially the ''exceptions to the rules.''
> word order, sentence structure and syntax.
SUGGESTED APPROACHES
BICS : Basic interpersonal communication skills
CALP : Cognitive/academic language proficiency
CLIL : Content and Language Integrated Learning
CLIL Sessions have dual focused aims
1- Content learning
2-Language learning
* Think about the following areas
- Directly teach learning strategies
- Demonstrate how to select the main idea and supporting details, and how to sequence and summaries.
- Encourage techniques such as marking essential concepts and vocabulary with a highlighter, labelling diagrams, using word banks and organizing information on various types of graphic organizers.
- Active learning rather than passive recipients of information to be memorized.
A LEVEL SCIENCE
Teaching A level is not just about explaining well.
- Students still need to think.
- Language is still important to talk, reading and writing.
- Assessment for learning and the strategies we've talked about, are still important.
- Practical work is still important
- Inquiry is still important.
PRACTICAL WORK
A Teacher's objectives (what the students are intended to learn)
B Design features of task/details of context (what students have to do)
C What the students actually do.
D What the students actually learn
** Effectiveness Level 1 : B and C
** Effectiveness Level 2 : A and D
BUILDING ARGUMENTS
> Claim ( a statement which you want someone to accept)
> Data (the evidence upon which the claim is based)
> Warrant ( links the data to the claim)
> Backing (support for the argument, which may come from asking different questions)
> Qualifiers and reservations
> Rebuttal (the rebuttal of a counter claim)
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