Shaping the Way We Teach English: Module 07, Learning Strategies

Summary

The transcript discusses the importance of teaching strategies to foster autonomous learners, adaptable both in and out of the classroom. It highlights successful language learners' ability to select effective strategies based on task requirements and emphasizes the overlap between cognitive and metacognitive strategies. The teacher's approach includes understanding students' backgrounds, incorporating various learning strategies, and using multimodal teaching methods to enhance comprehension and engagement.

Takeaways

• 📚 The goal of teaching strategies is to foster autonomous learners who can learn independently both inside and outside the classroom.
• 🔍 Research and classroom practices are evolving to better understand and facilitate learning for students of all ages.
• 🏆 Successful language learners tend to select strategies that work well together according to the requirements of the language task.
• 🧠 Metacognition involves developing an awareness and ability to monitor the learning process.
• 🔄 There is significant overlap between language learning, communication strategies, cognitive, and metacognitive strategies.
• 👨‍🏫 Teachers can help students develop effective strategies by identifying their current learning strategies and assisting in developing a cohesive set.
• 🌟 Characteristics of successful self-directed language learners include a strong drive to communicate, willingness to take risks, recognizing patterns, using guessing and prediction, focusing on meaning, self-monitoring, and practicing at every opportunity.
• 🌐 The teacher in the video segment uses a variety of strategies to support her students, including those for language-specific skills, cognitive and metacognitive strategies, and affective factors.
• 📈 The teacher incorporates biology into her English class to support her students' learning in multiple subjects.
• 🎥 Visual aids such as movies and pictures are used to boost students' understanding and engagement with the material.
• 🤝 Encouraging student participation and risk-taking is a key strategy to prevent losing students in the learning process.

Q & A

What is the primary goal of teaching strategies?

The primary goal of teaching strategies is to create autonomous learners who can learn by themselves both inside and outside the classroom.

How do successful language learners generally choose their strategies?

Successful language learners tend to select strategies that work well together according to the requirements of the language task.

What is the focus of the module introduction mentioned in the script?

The focus of the module introduction is on key features of two classes of learning strategies: language learning and communication strategies, and cognitive and metacognitive strategies.

What is the definition of metacognition in the context of learning?

Metacognition is defined as developing an awareness of and an ability to monitor the learning process.

How can teachers help students develop effective strategies?

Teachers can help students develop effective strategies by identifying students' current learning strategies, helping individual students understand which strategies work best for them, and assisting students in developing a set of strategies that work well together.

What are some characteristics of successful self-directed language learners?

Some characteristics of successful self-directed language learners include having a strong drive or motivation to communicate, willingness to take risks and make mistakes, recognizing language and communication patterns, using guessing and prediction strategies, paying attention to meaning, monitoring and self-correcting their own speech, practicing with the language at every opportunity, and learning to think and perhaps even dream in the target language.

What challenges do the students in the script face?

The students face challenges such as coming from war-torn countries, working part-time to supplement family income, having English as a second language with peculiar problems related to speaking and writing, and having gone through interrupted schooling.

How does the teacher in the script approach teaching to address the students' background and challenges?

The teacher starts from what the students already know, uses folk tales to jog their memory, and gradually moves to the unknown to facilitate knowledge transfer. She also incorporates various learning strategies, such as small-group pre-listening discussions, and uses pictorials and movies to make the learning more meaningful and engaging.

What is the purpose of the teacher incorporating biology into the English class?

The purpose of incorporating biology into the English class is to support the biology class the students are taking and to teach various skills in English, such as speaking, listening, reading, and writing.

What is the teacher's approach to using movies in her classroom?

The teacher uses movies because students love them and they are pertinent to what they are learning. She believes that seeing the crocodile in action can set the students' imagination going and help them make connections.

How does the teacher ensure that all students participate in the class?

The teacher tries to make sure that each student talks or asks questions before the class is over to encourage participation and prevent losing some students in the process.

Outlines

00:00

📚 Introduction to Teaching Strategies

This paragraph introduces the concept of teaching strategies aimed at fostering autonomous learners capable of self-directed learning both in and out of the classroom. It emphasizes the evolution of research and practices to enhance learning for all age groups. Successful language learners are highlighted as those who select strategies that complement each other based on the language task requirements. The module's focus is on learning strategies, including language learning and communication strategies, as well as cognitive and metacognitive strategies. Metacognition is described as the awareness and ability to monitor the learning process. The overlap between these strategies is noted. Teachers are encouraged to help students develop effective strategies by identifying current strategies, understanding which work best for individual students, and assisting in developing a cohesive set of strategies. Characteristics of successful self-directed language learners are outlined, including a strong motivation to communicate, willingness to take risks, recognition of language patterns, use of guessing and prediction strategies, focus on meaning, self-monitoring and correction, practice opportunities, and eventual thinking and dreaming in the target language. The paragraph concludes with instructions to review a list of strategies and observe a teacher's classroom strategies and organizational principles.

05:02

🌐 Classroom Strategies and Student Challenges

The second paragraph delves into the specific challenges faced by students, such as those from war-torn countries who juggle household chores, part-time jobs, and the academic demands of learning English as a second language. The teacher describes the students' difficulties with writing in English due to translation challenges from their native language, potential loss of meaning, and cultural differences in communication styles. The teacher also addresses the students' interrupted schooling and the gap in their academic background. The teacher's approach involves drawing from various sources and starting from what the students already know, using folk tales as a starting point to transition to new information. The paragraph also discusses small-group pre-listening discussions as a strategy to engage students and prepare them for listening activities. The teacher guides the students through discussions on topics related to betrayal and knowledge about crocodiles, aiming to activate their prior knowledge and facilitate the transfer of that knowledge to new contexts.

10:03

🎓 Integrating Content and Encouraging Participation

The final paragraph focuses on the teacher's approach to integrating various learning and metacognitive strategies in her teaching. She understands her students' strengths, needs, and challenges and supports strategies for language-specific skills such as speaking, listening, reading, and writing. The teacher also incorporates cognitive and metacognitive strategies like schema activation and transfer of knowledge, as well as affective factors like motivation and confidence. She uses a variety of resources, including pictures, movies, and audio, to make learning more engaging and meaningful. The teacher emphasizes the importance of student participation and encourages each student to talk or ask questions before the class ends. The summary highlights the teacher's goal to develop students who can eventually take on the role of a teacher themselves, reflecting the successful implementation of autonomous learning strategies.

Keywords

💡Autonomous Learners

Autonomous learners are students who can manage and direct their own learning process both inside and outside the classroom. The goal of teaching strategies, as described in the video, is to foster this autonomy by equipping students with the skills to learn independently. These learners are characterized by their ability to select and implement effective learning strategies.

💡Language Learning Strategies

Language learning strategies are specific actions or techniques that learners use to improve their ability to acquire and use a new language. In the video, these strategies include speaking, listening, reading, and writing exercises. Successful language learners use a combination of strategies that align with the specific language task at hand, such as practicing speech or monitoring self-corrections.

💡Cognitive Strategies

Cognitive strategies refer to the mental processes used to understand, learn, or retain new information. In the video, these strategies are linked to language learning tasks, such as recognizing language patterns and practicing with the language at every opportunity. They help students process and internalize new language content effectively.

💡Metacognitive Strategies

Metacognitive strategies involve being aware of one’s learning process and having the ability to monitor and control it. The video describes metacognition as developing an awareness of how learning occurs and being able to adjust strategies accordingly. Teachers help students reflect on their learning methods to develop a more effective, self-regulated approach.

💡Schema Activation

Schema activation is the process of using prior knowledge to understand new information. In the video, the teacher activates students' schemas by connecting familiar stories, such as folk tales, to new learning material. This technique helps students transfer known information to unknown contexts, facilitating deeper learning.

💡Transfer of Knowledge

Transfer of knowledge refers to applying skills or concepts learned in one context to another. In the video, the teacher encourages students to transfer their understanding of folk tales from their home countries to the study of new stories in English. This helps bridge the gap between prior learning and new tasks, enhancing language acquisition.

💡Affective Factors

Affective factors include emotions, motivation, and attitudes that influence learning. The video emphasizes the importance of creating a trusting atmosphere where students feel safe to take risks and participate actively. Motivation and confidence are crucial for students to engage with challenging tasks like language learning.

💡Risk-Taking

Risk-taking in language learning involves being willing to make mistakes and learn from them. In the video, successful language learners are described as those who take risks, such as attempting to speak or write in English even when unsure of the correct form. This willingness to experiment is essential for growth in language proficiency.

💡Self-Correction

Self-correction is the process of recognizing and fixing one’s own mistakes. The video mentions that successful learners monitor their own speech and make adjustments when necessary. This reflective practice is a key metacognitive strategy that helps learners improve their language skills over time.

💡Motivation

Motivation is the drive or desire to achieve a goal, such as mastering a new language. The video highlights how motivated learners are more likely to engage in consistent practice, take risks, and use learning strategies effectively. Teachers play a role in fostering this motivation by creating supportive and engaging learning environments.

Highlights

The goal of teaching strategies is to create autonomous learners.

Research and classroom practices are evolving to better facilitate learning for students of all ages.

Successful language learners select strategies that work well together according to the language task requirements.

Learners can explain the strategies they use and why they use them.

Focus on language learning and communication strategies, and cognitive and metacognitive strategies.

Metacognition involves developing an awareness and ability to monitor the learning process.

There is overlap between all learning strategies.

Teachers can help students develop effective strategies by identifying their current learning strategies.

Helping students understand which strategies work best for them.

Assisting students in developing a set of strategies that work well together.

Characteristics of successful self-directed language learners include a strong drive to communicate.

Willingness to take risks and make mistakes.

Recognition of language and communication patterns.

Use of guessing and prediction strategies.

Paying attention to meaning and self-correcting their own speech.

Practicing with the language at every opportunity.

Learning to think and perhaps even dream in the target language.

Review the list of strategies in the manual as a guide while listening to the teacher describe her classroom strategies.

Students face challenges such as interrupted schooling and language translation issues.

The teacher starts teaching from what the students already know, then moves to the unknown.

Incorporating small-group pre-listening discussions to activate schema.

Using pictorials and movies to make learning more engaging and meaningful.

Encouraging students to ask questions and participate to prevent losing some students.

The teacher incorporates many learning and metacognitive strategies in her teaching.

Understanding students' current strengths, needs, and challenges.

Supporting strategies for language-specific skills, cognition, metacognition, and affective factors.

With strategy training, teachers should help students develop affective, social strategies, as well as language-related strategies.

Transcripts

THE GOAL OF TEACHING STRATEGIES

IS TO CREATE AUTONOMOUS LEARNERS,

LEARNERS WHO CAN LEARN BY THEMSELVES

INSIDE AND OUTSIDE THE CLASSROOM.

RESEARCH AND CLASSROOM PRACTICES

ARE EVOLVING IN MANY DIRECTIONS

TO TRY TO BETTER UNDERSTAND AND FACILITATE LEARNING

FOR STUDENTS OF ALL AGES.

IN GENERAL, SUCCESSFUL LANGUAGE LEARNERS

TEND TO SELECT STRATEGIES THAT WORK WELL TOGETHER,

ACCORDING TO THE REQUIREMENTS OF THE LANGUAGE TASK.

THESE LEARNERS CAN EASILY EXPLAIN

THE STRATEGIES THEY USE AND WHY THEY USE THEM.

MODULE FOCUS: INTRODUCTION.

IN THIS MODULE,

WE WILL FOCUS ON SOME KEY FEATURES

OF TWO CLASSES OF LEARNING STRATEGIES:

LANGUAGE LEARNING AND COMMUNICATION STRATEGIES

AND COGNITIVE AND METACOGNITIVE STRATEGIES.

IF WE ACCEPT THAT COGNITION IS KNOWING OR LEARNING,

THEN WE CAN SAY THAT METACOGNITION

IS DEVELOPING AN AWARENESS OF AND AN ABILITY

TO MONITOR THAT LEARNING PROCESS.

WE WILL SEE THAT THERE IS, IN FACT,

A LOT OF OVERLAP BETWEEN ALL OF THESE STRATEGIES.

TEACHERS CAN HELP STUDENTS DEVELOP EFFECTIVE STRATEGIES

BY IDENTIFYING STUDENTS' CURRENT LEARNING STRATEGIES

THROUGH SURVEYS, INTERVIEWS, OR OTHER MEANS,

HELPING INDIVIDUAL STUDENTS UNDERSTAND

WHICH STRATEGIES WORK BEST FOR THEM,

AND ASSISTING STUDENTS IN DEVELOPING

A SET OF STRATEGIES THAT WORK WELL TOGETHER

RATHER THAN USING A SCATTERED APPROACH.

SOME CHARACTERISTICS

OF SUCCESSFUL SELF-DIRECTED LANGUAGE LEARNERS

ARE THAT THEY HAVE A STRONG DRIVE

OR MOTIVATION TO COMMUNICATE,

THEY ARE WILLING TO TAKE RISKS AND MAKE MISTAKES,

THEY RECOGNIZE LANGUAGE AND COMMUNICATION PATTERNS,

THEY USE GUESSING AND PREDICTION STRATEGIES,

THEY PAY ATTENTION TO MEANING,

THEY MONITOR AND SELF-CORRECT THEIR OWN SPEECH,

THEY PRACTICE WITH THE LANGUAGE AT EVERY OPPORTUNITY,

AND OVER TIME, THEY LEARN TO THINK

AND PERHAPS EVEN DREAM IN THE TARGET LANGUAGE, ENGLISH.

VIDEO SEGMENT NUMBER ONE...

FIRST REVIEW THE LIST OF STRATEGIES IN THE MANUAL.

USE IT AS A GUIDE

WHILE YOU LISTEN TO THIS TEACHER DESCRIBE

SOME OF THE UNDERLYING ORGANIZATIONAL PRINCIPLES

OF HER CLASSROOM

AND THE KINDS OF LEARNING STRATEGIES SHE SUPPORTS.

WHAT KIND OF LEARNING STRATEGIES

DO YOU THINK ARE BUILT INTO THIS CLASS,

AND HOW ARE THEY EVIDENCED

IN THE THINGS THAT SHE DESCRIBES AND THAT YOU SEE?

OKAY, THEY HAVE MANY CHALLENGES, LIKE ANY GROUP OF PEOPLE

WHO LIVE THERE, YOU KNOW, THIS COUNTRY,

AND SOME OF THESE KIDS ARE FROM WAR-TORN COUNTRIES.

SO THESE KIDS COOK, KEEP THE HOUSE.

SOME OF THEM WORK PART-TIME OR MANY HOURS

IN ORDER TO HELP SUPPLEMENT THE INCOME OF THE FAMILY.

SO THEY HAVE THAT CHALLENGE, TOO, YOU KNOW?

THEN ACADEMICALLY --

THE CHALLENGES THEY FACE ACADEMICALLY ARE SEVERAL.

THEIR LANGUAGE IN THEIR COUNTRY IS THEIR NATIVE LANGUAGE FIRST,

AND THEN ENGLISH IS THE SECOND LANGUAGE,

AND WHEN WE SAY THAT ENGLISH IS THE SECOND LANGUAGE,

ENGLISH IS SPOKEN OFFICIALLY IN OFFICES, OKAY?

SO THEY ARE USED TO SPEAKING THE PIDGIN ENGLISH,

AND THEIR PROBLEMS ARE KIND OF PECULIAR TO THEM.

WRITING IS ANOTHER PROBLEM THEY HAVE

BECAUSE THEY, FIRST OF ALL, THINK IN THEIR LANGUAGE,

AND THEN THEY TRY TO TRANSLATE IT TO ENGLISH,

AND THEN SOMETIMES ALONG THE LINE,

THEY LOSE PART OF THE MEANING,

OR SOMETIMES,

THEY FIND THEMSELVES REPEATING -- REPETITIOUS,

BECAUSE BACK HOME, PEOPLE USE LOTS OF PROVERBS,

AND PEOPLE REPEAT THEMSELVES FOR EMPHASIS,

AND WHEN THEY DO MUCH OF THAT IN ENGLISH,

THEY SAY, "OKAY, YOU KEEP REPEATING.

WHAT YOU'VE SAID BEFORE, YOU'RE SAYING AGAIN, AGAIN."

AND THEY KEEP WANDERING, AND AGAIN,

SOME OF THEIR SPELLING, TOO.

SO THAT'S -- THAT'S BASICALLY, YOU KNOW, THE PROBLEM.

YOU KNOW, WRITING, THEY HAVE LOTS OF PROBLEM IN THAT.

SPEAKING, TOO, NOT AS MUCH AS WRITING,

BECAUSE AT LEAST THEY HAVE SOME KNOWLEDGE OF, YOU KNOW,

SPOKEN ENGLISH FROM THEIR COUNTRY.

YEAH, WHAT GOES THROUGH MY MIND IS THAT THESE KIDS

HAVE GONE THROUGH INTERRUPTED SCHOOLING

BECAUSE MANY OF THEM ARE FROM SIERRA LEONE AND LIBERIA.

SO MANY -- YOU KNOW, THAT GAP --

THEY'VE LOST OUT A LOT.

SO WHEN I'M TEACHING, I DRAW FROM, YOU KNOW,

LOTS OF SOURCES

IN ORDER TO -- YOU KNOW, TO HELP THEM,

AND MOST OF THE TIME,

I START OUT FROM WHAT THEY KNOW ALREADY.

OKAY, LIKE THIS FOLK TALE WE ARE READING --

AND, YOU KNOW, I TRY TO TELL THEM A FOLK TALE,

YOU KNOW, JUST TO JOG THEIR MEMORY.

THEY'VE HEARD, IF NOT THE STORY,

PROBABLY SIMILAR STORIES FROM THEIR HOME BASE,

AND FOLK TALE IS LITERATURE.

SO WE START OUT FROM THE KNOWN.

THEN I NOW MOVE OVER TO THE UNKNOWN

SO THEY CAN TRANSFER THAT, YOU KNOW.

SO I TRY TO DO THAT, YOU KNOW, WITH THE --

WITH THE STUDENTS.

SO LET'S GO TO THE NEXT THING,

WHICH IS SMALL-GROUP PRE-LISTENING DISCUSSION,

AND AS YOU CAN SEE -- IF YOU LOOK UP THERE,

YOU WILL SEE THAT I PUT DOWN THE DIFFERENT TOPICS

YOU NEED TO DISCUSS IN YOUR GROUP.

WITHIN TWO MINUTES,

SEE WHETHER YOU CAN LIST A FEW ITEMS.

GROUP ONE, WHICH IS ASHTON AND ABIE,

YOU WANT TO COPY DOWN WHAT YOUR QUESTION IS?

TIMES WE ARE TRICKED...

OR BETRAYED: HOW YOU FELT.

THE THREE OF YOU, YOU NEED TO TALK,

DISCUSS IT, AND COME UP WITH A FEW POINTS, OKAY?

WE GO TO GROUP THREE, EDWARD AND ELIZA GYESI:

WHAT YOU KNOW ABOUT CROCODILES.

YEAH, WHAT YOU KNOW ABOUT CROCODILES.

OKAY, WE SHOULD WIND UP NOW SO WE CAN DISCU--

SO WE CAN SHARE.

WE SHARE IT BEFORE WE CONTINUE.

OUR QUESTION WAS TIME YOU WAS TRICKED

OR BETRAYED: HOW YOU FELT.

OKAY.

I THINK, LIKE, WHEN SOMEONE GOT BETRAYED

OR TRICKED,

IT WILL NOT BE -- YOU'LL FEEL SAD

BECAUSE, LIKE --

YOU PUT YOUR -- YOUR TRUST, AND THEN YOU --

BECAUSE YOU BELIEVE IN THE PERSON,

AND THEN YOU GOT DISAPPOINTED.

I THINK THAT ONE IS NOT NICE.

WE NOW GO TO THE NEXT GROUP,

GROUP THREE, EDWARD AND ELIZABETH.

YOU WANT TO READ OUT YOUR QUESTION?

Young woman: OKAY, SAY WHAT YOU KNOW ABOUT CROCODILES.

AND WE WERE, LIKE,

THEY LIVE IN THE WATER AND SWIM.

MM-HMM.

THEY ARE UGLY ANIMALS.

THEY ARE WHAT?

THEY ARE UGLY ANIMALS.

UGLY ANIMALS! [ laughs ]

UGLY ANIMALS, OKAY.

THEY HAVE MANY...

LONG TAIL -- I MEAN, LONG TOOTH.

YEAH. WOW, YEAH, SURE.

AND SHARP, TOO.

THEY ALSO HAVE A ROUGH BODY.

A ROUGH BODY? YEAH, YOU'RE VERY RIGHT.

VERY GOOD. HOW MANY --

UH-HUH, YOU'RE NOT DONE.

THEY HAVE BIG TAILS AT THE END OF THEIR BACK.

OH, OKAY. THAT'S VERY GOOD.

HOW MANY OF YOU HAVE SEEN CROCODILES BEFORE?

OH, MANY OF YOU.

[ speaks indistinctly ]

OH, YOU ARE RIGHT, BECAUSE THEY ARE CARNIVORES.

OKAY, THAT'S RIGHT. THEY EAT MEAT, OKAY?

THEY EAT MEAT. OKAY, VERY GOOD.

LET'S CLAP FOR THEM, TOO.

THEY DID A GOOD JOB.

YES.

MM-HMM, SURE.

Young man: SOMETIMES SOME PEOPLE SAY, LIKE,

CROCODILES' TEARS OR SOMETHING.

OH, CROCODILE TEARS. OKAY, YOU KNOW?

JUST LIKE WHERE SOMEBODY OUTSMARTS YOU.

THEY SAID WHEN THE CROCODILE TEARS --

[ laughs ]

I DO UNDERSTAND WHAT YOU ARE TRYING TO SAY.

HAVE PEOPLE EVER HEARD OF CROCODILE TEARS?

YES, IT'S SOMETHING ABOUT THEY ASK YOU,

YOU TRY TO CRY --

YOU'RE TRYING TO PRETEND!

PRETENDING LIKE YOU'RE CRYING --

PRETENDING LIKE YOU'RE CRYING --

[ students talking at once ]

STOP CRYING. SHED YOUR CROCODILE TEARS.

TODAY, THE TITLE OF THE STORY WE ARE GOING TO READ

IS HOW CHAMELEON BECAME A TEACHER,

AND BOTH THE CROCODILE AND CHAMELEON,

THEY BELONG TO A CLASS OF ANIMALS

CALLED...REPTILES -- THANK YOU SO MUCH.

REPTILES, OKAY?

WHY AM I EXPLAINING SOME OF THESE THINGS

IS TO SUPPORT THE BIOLOGY CLASS YOU ARE TAKING.

SO LET'S GET TO THE STORY. ARE YOU READY?

AND THE LESSON, AGAIN,

I DRAW ON THINGS LIKE, YOU KNOW, BIOLOGY,

WHICH IS A PROBLEM MANY OF --

WHICH IS A SUBJECT THAT MANY STUDENTS HAVE PROBLEM.

THIS IS AN ENGLISH CLASS,

BUT YOU COULD SEE THAT I TRY TO INCORPORATE BIOLOGY

IN WHAT I WAS TEACHING.

THAT WAS WHY I TALKED ABOUT MAMMAL, YOU KNOW.

THE CHARACTERS IN THE STORY WERE REPTILES.

I INDIRECTLY TALKED ABOUT THE CHARACTERISTICS OF A REPTILE,

HOW THEY DIFFER FROM MAMMALS.

SO THAT'S AN ASPECT OF BIOLOGY

THAT I'M PURPOSELY, YOU KNOW,

INJECTING INTO WHAT I'M TEACHING.

ALL THAT, YOU KNOW -- I PURSUE IT FROM ALL ANGLES,

AND I TRY AS MUCH AS POSSIBLE, YOU KNOW,

TO TEACH THEM THE VARIOUS SKILLS IN ENGLISH,

YOU KNOW, THE ORAL --

YOU SEE THE MORNING MESSAGE, YOU KNOW.

I PUT UP THE ORAL -- YOU KNOW, THE LISTENING.

YOU KNOW, THEN THE SPEAKING AND THE WRITING.

LIKE WHAT WE DID TODAY,

I TRIED TO INCORPORATE ALL OF THESE THINGS,

YOU KNOW, INTO THAT.

IT'S ALL, TOO -- IT'S ALL STUDENTS --

YOU KNOW, STUDENTS TEACHING ENGLISH

TO STUDENTS OF OTHER LANGUAGES.

WE USE LOTS OF PICTURES.

SO PICTORIALS AND THINGS LIKE THAT HELP,

AND I TRIED -- I USED THE MOVIE

BECAUSE THAT ONE WAS VERY EFFECTIVE, TOO,

BECAUSE ONE, STUDENTS LOVE MOVIES.

TWO, IT'S PERTINENT TO, YOU KNOW, WHAT THEY ARE LEARNING.

YOU KNOW, AND THEY SAW THE CROCODILE IN ACTION.

SO AT LEAST IT WOULD SET THE IMAGINATION GOING.

THAT TIME, I WAS TEACHING WHAT TYPE OF A FRIENDSHIP

COULD A TINY, LITTLE ANIMAL LIKE A CHAMELEON

AND A CROCODILE HAVE?

I MEAN, WHAT TYPE OF A FRIENDSHIP?

SO IT WILL SET THEM THINKING.

I DIDN'T WANT TO GIVE OUT ALL THE ANSWERS

BECAUSE I GAVE THEM WORKSHEETS.

I WANTED THEM TO THINK AT HOME, TO BE ABLE TO MAKE CONNECTIONS.

BUT I USED SOME OF THESE -- YOU KNOW, THE OVERHEAD

AND THE AUDIO, THE MOVIE.

I USED THEM TO, YOU KNOW --

TO BOOST UP, YOU KNOW, AS AN ADDITION

TO HELP EXPLAIN TO THEM, YOU KNOW,

SO THEY CAN SEE THESE THINGS IN VISUAL FORMS, YOU KNOW,

AND HEAR THEM.

IT WILL BE MORE MEANINGFUL TO THEM, YOU KNOW.

BEFORE THE CLASS IS OVER, I TRY TO MAKE STUDENTS,

EACH AND EVERY ONE OF THEM, TALK OR ASK QUESTIONS.

I TRY TO ENCOURAGE THAT BECAUSE IF NOT,

WE CAN EASILY LOSE SOME STUDENTS.

WHO KNOWS, WHEN I'M DONE TEACHING HERE,

I WANT SOME OF THEM TO BE IN MY PLACE,

PICK UP THAT MARKER, YOU KNOW, AND BE TEACHING...

SUMMARY:

THIS TEACHER WORKS WITH YOUNG ADULTS.

SHE INCORPORATES MANY LEARNING

AND METACOGNITIVE STRATEGIES IN HER TEACHING.

CLEARLY, SHE UNDERSTANDS HER STUDENTS' CURRENT STRENGTHS,

NEEDS, AND CHALLENGES.

SOME OF THE STRATEGIES THAT SHE SUPPORTS

IN THE CLASSROOM INCLUDE:

THOSE FOR LANGUAGE-SPECIFIC SKILLS,

FOR EXAMPLE, SPEAKING, LISTENING,

READING, AND WRITING;

THOSE FOR COGNITION AND METACOGNITION,

FOR EXAMPLE, SCHEMA ACTIVATION,

TRANSFER OF KNOWLEDGE, REFLECTION, AND SO ON;

AND THOSE THAT INVOLVE AFFECTIVE FACTORS,

SUCH AS MOTIVATION, CONFIDENCE,

AND A TRUSTING ATMOSPHERE

TO ENCOURAGE RISK-TAKING AND PARTICIPATION.

THE FOCUS IN MODULE SEVEN HAS BEEN ON LANGUAGE LEARNING

AND COMMUNICATION STRATEGIES

AND COGNITIVE AND METACOGNITIVE STRATEGIES.

WITH STRATEGY TRAINING,

TEACHERS SHOULD HELP STUDENTS DEVELOP AFFECTIVE

AND SOCIAL STRATEGIES

AS WELL AS LANGUAGE-RELATED STRATEGIES

BASED ON THEIR INDIVIDUAL LEARNING STYLES,

CURRENT STRATEGY USE, AND SPECIFIC GOALS.

SEE THE MANUAL FOR READINGS AND MORE INFORMATION

ON THIS AND OTHER TOPICS RELATED TO LEARNING STRATEGIES.