Learning Strategies and different Approaches or Method of learning

Western Mindanao State University

Diplahan, External Studies Unit

Diplahan Zamboanga Sibugay

By:

Ronaly Dablo
I. Introduction

Learning is not an agreed phenomenon (like teaching) and evidence to support is often
complex and contested. Teachers have ideas about learning that are informed by their experience
and by theories/models that contain concepts and beliefs. The current dominant models (in the
west) are individualistic and cognitive.

Teaching Methods are strategies used in conjunction with learning approaches that
promote, engage and enhance student learning. Coherence, developing autonomy and
progression in student learning are key considerations when selecting teaching methods.

Learning for the child takes place in many ways and the curriculum accords equal
importance to what a child learns and the process by which he or she learns it. The curriculum
recognises that the child should be an active agent in his or her own learning and that the child’s
existing knowledge and environmental experience should be the starting point for new
knowledge. The school ethos, which includes the teacher and his or herrelationship with the
child, is viewed as being of paramount importance in the learning process and “it is the quality of
teaching more than anything else that determines the success of the child’s learning and
development in school” (DES 1999, Primary School Curriculum, Introduction p.20). When
children are accorded a positive school experience which includes development of their literacy,
numeracy and communication skills, this in turn enhances their self-esteem and confidence and
their motivation to learn is increased.

1. Definition

Strategy - refer to the structure, system, methods, techniques, procedures and processes that a
teacher uses during instruction. These are strategies the teacher employs to assist student
learning. Learning activities refer to the teacher guided instructional tasks or assignments for
students.

Method of Teaching - A teaching method comprises the principles and methods used by
teachers to enable student learning. These strategies are determined partly on subject matter to be
taught and partly by the nature of the learner. The approaches for teaching can be broadly
classified into teacher centered and student centered.
Facilitator of Learning - A facilitator of learning, therefore, is a teacher who does not operate
under the traditional concept of teaching, but rather is meant to guide and assist students in
learning for themselves - picking apart ideas, forming their own thoughts about them, and
owning material through self-exploration and dialogue.

2. Purpose

The purpose of Learning strategies are to teach 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.

3. Contribution to the community

In this approach, educators might take advantage of local experts by inviting them into
the school to give presentations, participate in panel discussions, or mentor students who are
working on a long-term research project. The school may also partner with a local organization
or group to provide additional learning experiences in the school—e.g., a local engineering firm
or scientific institution may help the school develop a robotics program or judge science-fair
projects. In this scenario, students are still being educated within the school walls, but
community resources and authorities are being used to enhance the learning experience.

II. Learning Strategies

As students shift from the skills emphasis of elementary grades to the content emphasis
of secondary grades, they face greater demands to read information from textbooks, take notes
from lectures, work independently, and express understanding in written compositions and on
paper and pencil tests. For students who haven't acquired such important academic skills, the
task of mastering content often comes with failure, particularly in inclusive general education
classes. In response to this challenge, many students with learning problems, including those
with learning disabilities (LD), have acquired and use specific learning strategies to become
successful despite their knowledge and skill deficits.

Simply put, a learning strategy is an individual's approach to complete a task. More specifically,
a learning strategy is an individual's way of organizing and using a particular set of skills in order
to learn content or accomplish other tasks more effectively and efficiently in school as well as in
non-academic settings. Therefore, teachers who teach learning strategies teach students how to
learn, rather than teaching them specific curriculum content or specific skills.

III. Methods of learning

Different approaches

An approach is a way of looking at teaching and learning. Underlying any language teaching
approach is a theoretical view of what language is, and of how it can be learnt. An approach
gives rise to methods, the way of teaching something, which use classroom activities or
techniques to help learners learn.

A. Interactive Approach

Interactive learning is a hands-on approach to help students become more engaged and retain
more material. With or without a form of technology, interactive learning helps students
strengthen problem solving and critical thinking skills.

Example:

Picture Prompt – Show students an image with no explanation, and ask them to

identify/explain it, and justify their answers. Or ask students to write about it using terms

from lecture, or to name the processes and concepts shown.

B. Constructivist Approach

A reaction to didactic approaches such as behaviorism and programmed instruction,

constructivism states that learning is an active, contextualized process of constructing knowledge
rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses
of the environment

Example:

The students are expected to construct knowledge and meaning out for what they are taught by
connecting them to prior experience.
 C. Banking Approach
Banking approach –is a model of education is a term used by Paulo Freire to describe and
critique the traditional education system. The name refers to the metaphor of students as
containers into which educators must put knowledge.
Example:
Instead of communicating, the teacher issues communiqués and makes deposits which the
students patiently receive, memorize, and repeat. This is the "banking" concept of education, in
which the scope of action allowed to students extends only as far as receiving, filing, and
storing the deposits.
D. Integrated Approach

An Integrated Approach to Learning, Teaching & Assessment. Methodologies to Support an

Integrated Approach to. Teaching and Learning. Active Learning is generally defined as any
instructional method that engages students in the. learning process.

Examples of integrated approaches Certificate III in Early Childhood Education and Care
Students exit with a Certificate III in Early Childhood Education and Care. Two units from the
Certificate II in English Proficiency support English language. The teacher is both VET
(qualifications and industry experience in Early Childhood Education and Care) and ESL
qualified. The teacher also works closely with the Community Services team for moderation
activities.

E. Disciplinal Approach

It limits the teacher to discussing his/her lessons within the boundary of his/her subject.

Example:

When you notice a student who is having trouble getting started, takea minute to say, “I’ve
noticed you’re having a hard time getting started. Stop for a minute, and write down in your own
words what you think the task is. Then name one thing that’s getting in the way of doing it and
one thing you can do to feel like you’ve accomplished something today.”
F. Collaborative Approach

Collaborative approach is a situation in which two or more people learn or attempt to learn
something together. ... Thus, collaborative learning is commonly illustrated when groups of
students work together to search for understanding, meaning, or solutions or to create an
artifact or product of their learning.

Example:

Examples of Collaborative approach - Think‐Pair‐Share The learning activity involves

explaining answers/ideas to another student. The instructor poses a question to the class.
Students write a response and then share it with a student nearby. Students clarify their
positions and discuss points of agreement and disagreement. The instructor can use several
answers to illustrate important points or facilitate a whole class discussion.

1. Instructor poses question to class

2. Students write a response (1‐2 minutes)

3. Students pair up with another student nearby

4. Each student explains his/her response to the other

5. If they disagree, each clarifies his/her position and determine how/why they disagree

Why use it?

1. Keep students engaged in large classes\ 2. Prime students for whole class discussion

3. Target key concepts for review

4. Enhance students’ metacognition—they become more aware of gaps in their thinking

5. Student responses are feedback to the instructor about how they are making sense of the
material.
G. Individualistic Approach

An Individualistic Approach Means Quality Learning. Sometimes, a broad or overarching

method works well. There are plenty of instances where a lack of individual focus can work,
but learning opportunities are not one of them.It ensures successful learning.

Example:

That one guy who decides not to adhere to whatever everyone else is following.

Dresses differently. Follows and supports whatever he thinks is right, in political and
religious terms, even if it goes against the normal ideas.

H. Direct Teaching Approach

This approach is used when your audience will be neutral or positive about your message.
Example:

When you use the direct approach, the main idea (such as a recommendation, conclusion, or
request) comes in the "top" of the document, followed by the evidence. This is a deductive
argument.The teacher directly tells or shows or demonstrates what is to be taught.

Conclusion

The instructional methods and materials are imperative as they make valuable contribution to
the quality of student learning. They aid the growth of specific learning abilities and
positively improve the students’ achievement. The application of instructional methods and
materials become the most powerful tool for teachers to target the specific needs of individual
students. Effective instruction involves the organization of content, the selection of
appropriate learning strategies and the ongoing assessment of student progress toward
learning objective. The goal of effective instruction is to improve student achievement and
produce independent, self-regulated learners. Hence, the use of effective teaching method is
imperative in order to achieve the goal of improving students’ achievement.