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Learning to Learn

Learning to Learn. EL441 Introduction to Teaching Young Learners Session 4 Dr Nil üfer Demirkan-Jones and Liz Austin. Learning Strategies. Cognitive strategies Socio-affective strategies Meta-cognitive strategies. Being aware of others needs Being open to new ideas Concentrating

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Learning to Learn

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  1. Learning to Learn EL441 Introduction to Teaching Young Learners Session 4 Dr Nilüfer Demirkan-Jones and Liz Austin NDJ / IA / 2007

  2. Learning Strategies • Cognitive strategies • Socio-affective strategies • Meta-cognitive strategies NDJ / IA / 2007

  3. Being aware of others needs Being open to new ideas Concentrating Embracing difference Hypothesising Reviewing to remember Perceiving patterns Classifying Persevering Plan learning Self-assessing/self-correction Working with others Taking risks Problem solving Predicting Learning Strategies NDJ / IA / 2007

  4. Cognitive strategies • Perceiving patterns • Reviewing (memory) • Problem solving • Concentrating • Predicting NDJ / IA / 2007

  5. Socio-affective strategies • Adapting to new ideas • Embracing difference • Persevering • Taking risks • Working with others • Pair and / or group work • Being aware of others needs • Being open to new ideas NDJ / IA / 2007

  6. Meta-cognitive strategies • Knowing about knowing • Being in control of your own learning • Learning how to learn effectively • Knowing how and when to apply your knowledge NDJ / IA / 2007

  7. Meta-cognitive strategies:definition • “beyond, beside, or with the cognitive … meta-cognitive strategies are actions which go beyond purely cognitive devices and which provide a way for learners to co-ordinate their own learning process” (Oxford, 1990:136) NDJ / IA / 2007

  8. Meta-cognitive strategies NDJ / IA / 2007 Rebecca Oxford, 1990: 137

  9. Questions teacher should consider • Does the child see the purpose of what he/ she is doing? • Does the child feel in control of the process of learning? • What strategies does the child adopt when he/she does not understand the meaning of something? NDJ / IA / 2007

  10. Training children1/2 • Have I thought it through? • Stop and think! Think before you ink! • Have I made a plan? • PLAN Prepare Learning Actions Now • Do I know what to do? • Re-read, re-think the instructions. Check, double- check Fisher, R. (1990:121) NDJ / IA / 2007

  11. Training children2/2 • Is there anything more I need before I begin a language task? • What do I know which will help me? • Everything is like something. What problem is this like? Fisher, R. (1990:121) NDJ / IA / 2007

  12. Suggested reading • Brewster, J, Ellis, G and Girard, D. (1992). The Primary Teacher’s Guide. Harlow: Pearson Education Ltd. 2002, New Edition. Part 2; Chapter 5. • Chou Hare, V. and Smith, D. C. (1982). ‘Reading to Remember: Studies of Metacognitive Reading Skills in Elementary School-Aged Children’ Journal of Educational Research, 75:3 pp: 157-164. (1982:Jan./Feb.) • Fisher, R. (1990). Teaching Children to Think. Cheltenham: Nelson Thornes Publishers Ltd. Reprint 2001. • Goh, C. and Taib, Y. (2006). "Metacognitive instruction in listening for young learners" ELT Journal. 60/3 p.p. 222-232. • Kyriacou, C. (1997). Effective Teaching in Schools: Theory and Practice. Cheltenham: Stanley Thornes Ltd. Part I; p.p. 5-38 • O’Mallet, J.M. and Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: CUP. • Oxford, R.L. (1990). Language Learning Strategies. USA: Heinle and Heinle Publishers. NDJ / IA / 2007

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