Learning Strategy Training,

Cooperative Learning
and
Multiple Intelligences
By: group 5
This approach is based
on the belief that learning will
be facilitated by making students
aware of the range of strategies
from which they can choose during
language learning and use.
 THINKING ABOUT THE EXPERIENCE

 Prior to the lesson the teacher has been reading

the students' learning journals, where the
students regularly write about what and how they
are learning. The teacher has also been
interviewing the students. (Observations)
 The teacher decides to have the students work on
the strategy of advance organization
(Observations)
 THINKING ABOUT THE EXPERIENCE

 The teacher models the use of the strategy using

a think-aloud demonstration. (Observations)
 The students practice the new learning strategy.
(Observations)
 The students evaluate their own success in
learning the strategy. They modify the strategy
to meet their own learning needs.(Observations)
 The teacher asks the students to try out the new
strategy on a different reading they choose for
homework that night. (Observations)
 Cooperative or collaborative learning essentially involves
students learning from each other in groups. But it is not the group
configuration that makes cooperative learning distinctive;
it is the way that students and teachers
work together that is important.
As we have just seen, with learning
strategy training, the teacher helps
students learn how to learn more
effectively.
 THINKING ABOUT THE
EXPERIENCE

 The vocabulary lesson will be done in cooperative groups. Each

student is to help the other students learn the new vocabulary
words. (Observations)
 The students ask which groups they should form. The teacher tells
them to stay in the same groups they have been in this week.
(Observations)
 The teacher gives the students the criteria for judging how well
they have performed the task they have been given. There are
consequences for the group and the whole class. (Observations)
 THINKING ABOUT THE
EXPERIENCE

 The students are to work on the social skill of encouraging

others.(Observations)
 The students appear to be busy working in their groups. There is
much talking in the groups.(Observations)
 Students take the rest individually.(Observations)
 Groups move back together to compare and combine scores. The
students put their group's scores on each of their
papers.(Observations)
 The group discusses how the target social skill has been practiced.
Each student is given a role. (Observations)
 The teacher gives feedback on how students did on the target
social skill.(Observations)
Teachers have always known that their
students have different strengths. In
the language teaching field, some of
the differences among students have
been attributed to students' having
different learning or cognitive styles.
 seven different intelligences
 Logical/mathematical-puzzles and games, logical,
sequential presentations, classifications and
categorizations
 Visual/spatial-charts and grids, videos, drawing
 Body/kinesthetic-hands-on activities, field trips,
pantomime
 Musical/rhythmic-singing, playing music, jazz
chants
 lnterpersonal-pairwork, project work, group
problem-solving
 Intrapersonal-self-evaluation, journal keeping,
options for homework
 Verbal/linguistic-note-taking, story telling, debates.
 Conclusion

If the approaches, strategies, methods, techniques and even

learning tactics are integrated into one whole unit then what is
called the learning model is formed. So, learning strategies are
basically a form of learning that is illustrated from the beginning
to the end which is presented specifically by the teacher. In other
words, the learning model of learning strategies is a wrapper or
frame of application of an approach, method, and learning
technique. As teachers, it can be useful to be reminded about the
unique qualities of each of our students.
THANK YOU