Game Seru Children

NCLRC Summer Institute 2007
Learning Strategies for

Young Learners - Playing
among the 5 Cs
Presented by
Anna Uhl Chamot, Ph.D.
Jill Robbins, Ph.D.
George Washington University July 7, 2008
Sponsored by:
National Capital Language Resource Center
http://nclrc.org
Table of Contents
Introductions and Overview .................................................................................................... 4
Activity: Games People Play.................................................................................................. 4
Learning and Teaching with the National Standards ......................................................... 5
The Cognitive Academic Language Learning Approach ...................................................... 6
Theoretical Background: A Cognitive-Social Learning Model .......................................... 7
What is a Learning Strategy? ................................................................................................. 7
CALLA and METACOGNITION .............................................................................................. 8
CALLA Content and Language Learning Strategies .......................................................... 14
METACOGNITIVE STRATEGIES.................................................................................... 14
TASK-BASED STRATEGIES ............................................................................................. 15
Rationale for Using Animals & Toys ..................................................................................... 19
Ideas for Associations with toys ......................................................................................... 19
Toolbox: .................................................................................................................................. 19
English Names for Stuffed Animals: .................................................................................. 20
Spanish Animal Mascot Names .............................................................................................. 21
Names in the language you teach: ..................................................................................... 21
Using Strategies for a Purpose ............................................................................................ 22
CALLA-FL Instructional Sequence ...................................................................................... 24
Five Phases of the CALLA Instructional Sequence ..................................................... 25
Experiencing a CALLA-FL Lesson ........................................................................................ 26
Teaching Language Learning Strategies ............................................................................ 28
Group activity: Designing play activities for different levels ...................................... 29
Follow-up: Future directions for play and learning.......................................................... 32
Institute Evaluation ................................................................................................................ 32
Conclusion .................................................................................................................................. 32
Supplemental Materials .......................................................................................................... 33
Strategy Questionnaire: Learning vocabulary in a Foreign Language ..................... 33
Online Resources...................................................................................................................... 34
Selected References .............................................................................................................. 34
Learning Strategies for Young Learners - Playing among the 5 Cs 2008 Chamot & Robbins 3
INTRODUCTIONS AND OVERVIEW
Activity: Games People Play
As you play the games or use the toys, please try to be aware of your thoughts. If
you feel comfortable doing so, talk about what you are doing in your L2 if you
have a partner who knows it. Write your thoughts here:
Blocks
Build a bridge a car can
drive through
Dolls
Play with a partner
Cars & Town mat

Play with a partner
Food
Play with a partner
Mystery bag
Guess what is in the bag.
Matching Game: Friends

Each thing in Tray A has a
friend in Tray B. Put the
ones with the same first
sound together.
Discussion of play strategies: Sit in groups of 4-5 and share your ideas about the
strategies you used as you played. Then brainstorm some applications to academic
work for them. Write them in the chart on the transparency and share with all.
LEARNING AND TEACHING WITH THE NATIONAL STANDARDS
The American Council for the Teaching of Foreign Languages
(ACTFL) has established these Standards for Foreign Language
Learning. (see http://actfl.org/files/public/execsumm.pdf)
The purposes and uses of foreign languages are as diverse as the
students who study them. Some students study another language in
hopes of finding a rewarding career in the international
marketplace or government service. Others are interested in the
intellectual challenge and cognitive benefits that accrue to those
who master multiple languages. Still others seek greater
understanding of other people and other cultures. Many approach
foreign language study, as they do other courses, simply to fulfill a graduation requirement.
Regardless of the reason for study, foreign languages have something to offer everyone. It is with
this philosophy in mind that the standards task force identified five goal areas that encompass all
of these reasons:
Now, look back at the games you played. How do they relate to the five Cs?
Standard Relation to play Explanation*

Communication What type of Communication is at the heart of second
communication were language study, whether the communication
Presentational you using?
takes place face-to-face, in writing, or across
Interpersonal centuries through the reading of literature.
Interpretive
Cultures What cultural content is Through the study of other languages,

needed to interact with a students gain a knowledge and understanding
peer and the games or
of the cultures that use that language and, in
toys?
fact, cannot truly master the language until
they have also mastered the cultural contexts
in which the language occurs.
Connections What other knowledge Learning languages provides connections to
did you apply to the play additional bodies of knowledge that may be
aside from your
unavailable to the monolingual English speaker
language knowledge?
Standard Relation to play Explanation*
Comparisons Did you notice any Through comparisons and contrasts with the
differences in how you language being studied, students develop
and your partner
insight into the nature of language and the
played?
concept of culture and realize that there are
multiple ways of viewing the world.
Communities As you played, what Together, these elements enable the student
could you learn about of languages to participate in multilingual
the community of your
communities at home and around the world in a
partner?
variety of contexts and in culturally
appropriate ways.
* from http://actfl.org/files/public/execsumm.pdf
THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH
The Cognitive Academic Language Learning Approach (CALLA) is an instructional model
for second and foreign language learners based on cognitive theory and research.
CALLA integrates instruction in priority topics from the content curriculum,
development of the language skills needed for learning in school, and explicit
instruction in using learning strategies for academic tasks.
The goals of CALLA are for students to learn essential academic content and language
and to become independent and self-regulated learners through their increasing
command over a variety of strategies for learning in school.
CALLA can be used in ESL, EFL, bilingual, foreign language, and general education
classrooms.
CALLA's principal objectives are to assist students in:
Valuing their own prior knowledge and cultural experiences, and relating this
knowledge to academic learning in a new language and culture
Learning the content knowledge and the language skills that are most important
for their future academic success;
Developing language awareness and critical literacy
Selecting and using appropriate learning strategies and study skills that will
develop academic knowledge and processes
Developing abilities to work successfully with others in a social context
Learning through hands-on, inquiry-based, and cooperative learning tasks
Increasing motivation for academic learning and confidence in their ability to

be successful in school
Evaluating their own learning and planning how to become more effective and
independent learners.
CALLA was developed by Anna Uhl Chamot and J. Michael O'Malley, and is being
implemented in approximately 30 school districts in the United States as well as in
several other countries
THEORETICAL BACKGROUND: A COGNITIVE-SOCIAL LEARNING MODEL

The learning process is mentally active and strategic.
Learning involves higher level thinking, not just memory.
Social context and interaction are critical.
Students learn content by relating it to their prior knowledge.
Students learn processes through integrative practice individually and with

peers.
Learning strategies can be taught and learned.
WHAT IS A LEARNING STRATEGY?

Learning strategies are steps taken by students to assist their own learning. These
steps may be either thoughts or actions. Strategies are ways to understand,
remember, and recall information. They include ways to practice skills efficiently.
CALLA AND METACOGNITION
Activity: What Are Your Own Learning Strategies?
Identify a challenge you have faced in the last two weeks.
Example: I wanted to go to a middle school in Gaithersburg, Maryland.
The strategies I used were:
trying to drive to the school without consulting a map (I had been there once or
twice before) This was unsuccessful. I ended up in the horse country with Mr.
Ed. (Monitoring)
When I realized I was in the wrong area, I stopped to look at a map. (Using
resources) It was hard to see the street in the section I needed to find.
I called the school and got directions from the office. (Asking
Questions/Using Resources)
As I get near the school, I thought the directions were wrong (Monitoring) and
made a wrong turn. I had to backtrack. (Self-Evaluation)
When leaving the school, I noticed the names of the main roads and the
direction I usually came from. (Selective Attention) The next time, I mapped
the route and created a mental image as I drove to the school. (Using Imager)
Now I think I can find it easily. (Self Evaluation)
My Challenge: ___________________________________________
Describe to a partner the strategies you used to meet the challenge.
What did you learn about your partner's strategies?
CALLA CONTENT AND LANGUAGE LEARNING STRATEGIES
METACOGNITIVE STRATEGIES
Before beginning a task:
-Set goals.
-Plan the task or content sequence.
Plan / Organize
-Plan how to accomplish the task
(choose strategies).
Planner -Preview a text.
While working on a task:
-Check your progress on the task.
-Check your comprehension as you use
Monitor / Identify the language. Do you understand? If
not, what is the problem?
Problems
-Check your production as you use the
Check language. Are you making sense? If
not, what is the problem?
After completing a task:
-Assess how well you have
accomplished the learning task.
-Assess how well you have used
Evaluate learning strategies.
-Decide how effective the strategies
were.
I did it!
-Identify changes you will make the
next time you have a similar task to do.
-Determine how you learn best.

-Arrange conditions that help you
Manage Your Own
learn.
Learning -Seek opportunities for practice.
Pace Yourself -Focus your attention on the task.
TASK-BASED STRATEGIES
USE WHAT YOU KNOW
-Think about and use what you already

know to help you do the task.
Use Background - Make associations between new
information and your prior knowledge.
Knowledge
-Use new information to clarify or
modify your prior knowledge.
I know.
-Use context and what you know to

figure out meaning.
Make Inferences -Read and listen between the lines.

-Go beyond the text to understand its
meaning.
Use Clues
-Anticipate information to come.

-Make logical guesses about what will
happen in a written or oral text.
Make Predictions -Make an estimate (math).
-Make a hypothesis (science).
Crystal Ball
-Relate new concepts to your own life,

Personalize to your experiences, knowledge,
beliefs and feelings.
Me
-Apply your linguistic knowledge of
Transfer / Use other languages (including your native
language) to the target language.
Cognates
-Recognize cognates.
Coffee/Caf
Substitute / -Use a synonym or descriptive phrase

Paraphrase for unknown words or expressions.
Make it work
USE YOUR SENSES

-Use or create an actual or mental
image to understand and/or represent
information.
Use Images
-Use or draw a picture or diagram.
See it in your mind

-Say or read aloud a word, sentence,
or paragraph to help your
understanding.
Use Sounds -Sound out/vocalize.

- Use your mental tape recorder to
remember sounds, words, phrases,
Sound Out
and/or conversations.
--Act out a role, for example, in
Readers Theater, or imagine yourself
in different roles in the target
Use Your Kinesthetic language.
Sense -Use real objects to help you
remember words, sentences, or
content information.
USE YOUR ORGANIZATIONAL SKILLS
-Apply a rule.
-Make a rule.
-Recognize and apply letter/sound,
grammar, discourse, or register rules.
Find/Apply Patterns -Identify patterns in literature (genre).
-Identify patterns in math, science, and
abacus social studies.
-Categorize words or ideas according to

attributes.
-Classify living things; identify natural
cycles.
Classify/Sequence -Identify order and sequences in math,
science, and social studies.
-Sequence events in history.
Life cycle
-Write down important words and ideas

while listening or reading.
Take Notes -List ideas or words to include in
speaking or writing..
PDA
-Use or create visual representations

Use Graphic (such as Venn diagrams, time lines, webs,
Organizers and charts) of important relationships
between concepts.
A Venn diagram
-Create a mental, oral, or written
Summarize summary of information.
Main Idea
Use Selective -Focus on specific information,

Attention structures, key words, phrases, or ideas.
Focus
USE A VARIETY OF RESOURCES

-Use the dictionary, the internet, and
other reference materials.
Access Information -Seek out and use sources of
information.
Sources
-Follow a model
Look it up! -Ask questions
-Work with others to complete tasks,

Cooperate build confidence, and give and receive
feedback.
Together
Talk Yourself - Use your inner resources. Reduce your

anxiety by reminding yourself of your
Through It
progress, the resources you have
(Self-Talk) available, and your goals.
I can do it!
RATIONALE FOR USING ANIMALS & TOYS
Animals and toys used to represent strategies help to make abstract ideas concrete.
They give the teacher something to point to in the classroom that symbolizes the
students mental processes as they learn. The stuffed animals can also reduce anxiety
about language learning and provide a tactile focus for students who need that kind of
stimulation. See the Monitoring Monkey book and video on the CALLA website:
http://calla.ws/animals.html as the grand-daddy of the animal mascots. He was
developed by Diann Garnett and Jason Sizemore in Allentown, PA.
IDEAS FOR ASSOCIATIONS WITH TOYS
Toolbox:
Hammer = Summarize (build something up by yourself)
Saw = Problem-Solve (separate it into parts you can handle)
Screwdriver = Find/Apply Patterns (twist and turn to see the patterns)
Flashlight = Use selective attention (visual imagery) (What do I see?/Hear)
Pliers = Manage your own learning (get a grip!)
Measuring Tape = Evaluate (how much did I learn/ how well did I learn?)
Magnifying Glass = Make Inferences (look closer)
Monocular/Binocular: Make Predictions (whats ahead?)
Duct tape or electrical tape = Substitute (how can I make this work?)
Play wood & Nuts & Bolts = Use what you know (You build with what you have)
ENGLISH NAMES FOR STUFFED ANIMALS:
METACOGNITIVE STRATEGIES
Plan / Organize
PLANNING PANDA
Monitor / Identify Problems
MONITORING MONKEY
Evaluate (Check)
CHECKING CHICK
TASK-BASED STRATEGIES
USE WHAT YOU KNOW

Use Background Knowledge
BACKGROUND BEAR
Transfer / Use Cognates
COGNATES CAMEL
USE YOUR SENSES

Use Images
PICTURING PENGUIN
Use Sounds
SINGING SEAL
Use Your Kinesthetic Sense
HANDS-ON HIPPO
USE A VARIETY OF RESOURCES

Access Information Sources (Resources)
RESEARCHING RACCOON
Cooperate
COOPERATING COW
SPANISH ANIMAL MASCOT NAMES
El Perro Planificador
El Pato Planificador
El Elefante Evaluador
El Pez Planificador
El Sapo Selectivo
El Leon Lector
El Conejo Cooperador
La Oveja Organizada
La Tortuga que Trabaja en Equipo
El Venado Visualizador
El Asno Agrupador
El Delfin Deductor
La Serpiente que Sabe
Names in the language you teach:
USING STRATEGIES FOR A PURPOSE
These graphic organizers can remind students of strategies to use when engaged
in tasks specific to the national standards.
CALLA-FL INSTRUCTIONAL SEQUENCE
Five Phases of the CALLA Instructional Sequence
The sequence described below contains questions teachers should ask when planning
each stage of the lesson.
PROCEDURES
Preparation:
How will I find out what my students already know about this content topic
and what related prior experiences they have had?
How will I find out what language skills and learning strategies they already
know for this type of task?
What vocabulary needs to be taught?
What advance organizer will give students an overview of the lesson?
Presentation:
What is the best way to present this content so that students understand
the concepts?
What language skills will they use?
What learning strategies do I need to model, explain, and/or remind them to
use?
How can I differentiate instruction?
Practice:
What kinds of activities will help my students apply the new information?
What language skills will they be practicing?
How will they apply learning strategies during practice activities?
How can I differentiate their practice activities?
Self-evaluation:
What is the best way for my students to assess their own learning of
language, content, and learning strategies?
How can I make sure students are accurate in their self-evaluation?
Expansion:
How can I connect the topic of this lesson to students own lives, culture,
and language?
How does this topic connect to other content areas?
How can parents become involved?
How can I help students transfer what they have learned to new situations?
ASSESSMENT:
How will I find out what students know and are able to do as a result of this
instruction?
How will I know if students have met the objectives of this lesson or unit?
EXPERIENCING A CALLA-FL LESSON

Use this page for your notes on the lesson and its analysis.
Preparation
Presentation
Practice
Self-Evaluation
Expansion
I imagined what was happening like this:
I didnt understand this:
My group and I figured out this

I used one of the
meaning:
strategies:
TEACHING LANGUAGE LEARNING STRATEGIES
Creating stories for animal mascots can be fun for teachers as well as
students. For example, this is a story written by an American University
student/teacher candidate.
Conejo Cognado is a little rabbit that loves to learn! He has discovered that through
cognates he can learn even more. This week Conejo Cognado is visiting his other conejo
friends in Mexico. He has promised his friends a fabulous homemade dinner as a thank you
for having him over at their home. However, when he starts looking at the recipes in his
cookbook and goes to the grocery store, he realizes everything is in Spanish of course! As a
teacher, you can use Conejo Cognado in a series of lessons. You can have one lesson dealing
with food vocabulary, another with meal etiquette and Mexican culture, and another with
shopping vocabulary.
For one lesson, you can have Conejo Cognado make a trip to the grocery store. As Conejo
Cognado hops up and down the aisles, he starts to notice that some words on his list and on
the labels look very similar to English words. He realizes that he can figure out a lot of the
meanings simply by associating the words with similar words in English. He uses his
knowledge about the English language to learn about Spanish.
Conejo Cognado runs into words such as la ensalada, la pasta, la hamburgesa, vegetariano, el
plato, and la fruta. Conejo Cognado immediately knows what each of these words mean
because they so closely resemble words he knows in English. As he finds each item in the
grocery aisle, he starts to pick up the vocabulary. He realizes he is learning Spanish on his
own! A student can do the same thing by using the cognate learning strategy. A teacher can
write a paragraph in the target language and project it up on the board. Students can
attempt to understand the paragraph and answer comprehension questions at the end.
Students can also circle any words in the paragraph that they consider cognates. Because
the cognate learning strategy is such a helpful and easy method, students quickly gain
confidence in learning the target language.
A student uses the cognate learning strategy by referring to previously attained linguistic
knowledge. By recognizing words that are similar in other known languages, they are able to
infer meanings and acquire new vocabulary. Along with this learning strategy certain
metacognitive processes are also used. The metacognitive processes that are involved are:
monitoring, problem-solving, and remembering information.
Knowing that these words look and maybe even sound so similarly to English, students are
more likely to remember them and use them in verbal and written conversation. Using
Conejo Cognado, the students can also have a visual to associate with the cognate learning
strategy. Every time a teacher refers to the Conejo Cognado, the students will know
exactly what strategy to use and how to use it. Even after the units lessons on food, meals,
and grocery shopping, Conejo Cognado can come up again almost for every unit.
By Regina Hubard
GROUP ACTIVITY: DESIGNING PLAY ACTIVITIES FOR DIFFERENT LEVELS
(games, puzzles, dramas, narrative structures)

Group notes:
Play activity Language Content Strategy
CALLA Phases:
Preparation
Presentation
Practice
Self-Evaluation
Expansion
FOLLOW-UP: FUTURE DIRECTIONS FOR PLAY AND LEARNING
The CALLA website has many resources for expanding your knowledge of learning
strategies. You can email Jill or Dr. Chamot to ask questions through this site.
http://calla.ws
The NCLRC Language Resource Newsletter subscription will send you new information on
language learning, teaching and professional development ten times a year. You will be
subscribed as a result of taking this workshop.
INSTITUTE EVALUATION
CONCLUSION
SUPPLEMENTAL MATERIALS
Strategy Questionnaire: Learning vocabulary in a Foreign Language
(see other questionnaires at http://www.nclrc.org/materials/assessment/index.htm )
Learning new words is a major part of learning a language. You have to learn vocabulary given
to you by your teacher. You might also learn words that you want to know. Think about how you
learn new words, and then answer the questions.
How often do you do each of the following to help you learn new words and phrases in Spanish?
1. As I think about an Spanish word, I imagine or

draw a picture of the object/idea the word
represents. Never Rarely Occasionally Often
2. I think of something or someone in my life that

the word reminds me of, and I remember that
connection when I need to recall the word Never Rarely Occasionally Often
3. I make a point of learning words that relate to

my life. Never Rarely Occasionally Often
4. I group words that are similar or are related in

some way Never Rarely Occasionally Often
5. I hold or point to an object that the Spanish

word represents while thinking or saying the word Never Rarely Occasionally Often
6. I think of an English word that looks or sounds

like the Spanish word, and I think about how the
meanings are related. Never Rarely Occasionally Often
7. I look for structural rules (prefixes, suffixes,

roots, etc.) that give clues to the word's meaning. Never Rarely Occasionally Often
8. I think of an English word that sounds like the

Spanish word, AND I get a picture in my mind to
link the meanings of the Spanish and words in my
own language Never Rarely Occasionally Often
Never Rarely Occasionally Often

9. I review new words with a classmate.
10. I test myself to see if I have learned the Never Rarely Occasionally Often
words.
ONLINE RESOURCES
The World of CALLA: http://calla.ws
You will find resources, handouts, a mailing list, message forum, and contact
information on our site.
Strategic Learning Unlimited: http://jillrobbins.com

Jills site has more learning strategies resources and presentations.
National Capital Foreign Language Resource Center: http://nclrc.org

NCLRCs site has teacher guides for learning strategies and foreign language teaching
resources.
TESOL: http://tesol.org
TESOLs site has many resources for teachers professional development and
information on the Teaching of English to Speakers of Other Languages
Contact for workshop information: jrobbins@calla.ws

SELECTED REFERENCES
Chamot, A. U. (2005). CALLA: An Update. In P. Richard-Amato & A. Snow (eds.), The
Multicultural Classroom. White Plains: Longman.
Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning
strategies handbook. White Plains, NY: Addison Wesley Longman.
Chamot, A. U. & OMalley, J. M. (1999). The Cognitive Academic Language Learning

Approach: A model for linguistically diverse classrooms. In Biacindo, K. (ed.),
Perspectives: Educational Psychology, pp. 39-51. Boulder, CO: Coursewise Publishing.
Chamot, A. U., & O'Malley, J. M. (1996). The Cognitive Academic Language Learning
Approach (CALLA): A model for linguistically diverse classrooms. The Elementary
School Journal, 96 (3): 259-273.
Chamot, A.U., & O'Malley, J.M. (1996). Implementing the Cognitive Academic Language
Learning Approach: Issues and options. In R. Oxford (ed.), Language Learning
Strategies Around the World, p. 167-173. Manoa: University of Hawaii Press.
Chamot, A. U. (1995). Implementing the Cognitive Academic Language Learning Approach:

CALLA in Arlington, Virginia. Bilingual Research Journal, 19, 3&4: 379-394.
Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook: How to implement the
Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.
Chamot, A.U. (1994). CALLA: An instructional model for linguistically diverse students.
English Quarterly, 26(3), 12-16.
Chamot, A. U., & O'Malley, J. M. (1994). Instructional approaches and teaching proce-
dures. In K. S. Urbschat & R. Pritchard (eds.), Kids come in all languages: Reading
instruction for ESL students. Newark, DE: International Reading Association.
Chamot, A. U., Dale, M., O'Malley, J. M., Spanos, G. A. (1993). Learning and problem
solving strategies of ESL students. Bilingual Research Quarterly, 16:3&4,
Summer/Fall, 1993, p. 1-38.
Chamot, A. U. (1991). Cognitive instruction in the second language classroom: The role of
learning strategies. In J.E. Alatis (ed.), Linguistics, language teaching and language
acquisition: The interdependence of theory, practice and research. Georgetown
University Round Table on Languages and Linguistics 1990. Washington, DC:
Georgetown University Press.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language

acquisition. Cambridge, England: Cambridge University Press.

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NCLRC Summer Institute 2007

Learning Strategies for

Activity: Games People Play.................................................................................................. 4

Learning and Teaching with the National Standards ......................................................... 5

The Cognitive Academic Language Learning Approach ...................................................... 6

Theoretical Background: A Cognitive-Social Learning Model .......................................... 7

What is a Learning Strategy? ................................................................................................. 7

CALLA and METACOGNITION .............................................................................................. 8

CALLA Content and Language Learning Strategies .......................................................... 14

TASK-BASED STRATEGIES ............................................................................................. 15

Rationale for Using Animals & Toys ..................................................................................... 19

Ideas for Associations with toys ......................................................................................... 19

English Names for Stuffed Animals: .................................................................................. 20

Spanish Animal Mascot Names .............................................................................................. 21

Names in the language you teach: ..................................................................................... 21

Using Strategies for a Purpose ............................................................................................ 22

CALLA-FL Instructional Sequence ...................................................................................... 24

Five Phases of the CALLA Instructional Sequence ..................................................... 25

Experiencing a CALLA-FL Lesson ........................................................................................ 26

Teaching Language Learning Strategies ............................................................................ 28

Group activity: Designing play activities for different levels ...................................... 29

Follow-up: Future directions for play and learning.......................................................... 32

Institute Evaluation ................................................................................................................ 32

Strategy Questionnaire: Learning vocabulary in a Foreign Language ..................... 33

Selected References .............................................................................................................. 34

Cars & Town mat

Matching Game: Friends

Standard Relation to play Explanation*

Cultures What cultural content is Through the study of other languages,

CALLA's principal objectives are to assist students in:

Developing language awareness and critical literacy

Developing abilities to work successfully with others in a social context

Learning through hands-on, inquiry-based, and cooperative learning tasks

Increasing motivation for academic learning and confidence in their ability to

THEORETICAL BACKGROUND: A COGNITIVE-SOCIAL LEARNING MODEL

Learning involves higher level thinking, not just memory.

Social context and interaction are critical.

Students learn content by relating it to their prior knowledge.

Students learn processes through integrative practice individually and with

Learning strategies can be taught and learned.

WHAT IS A LEARNING STRATEGY?

Identify a challenge you have faced in the last two weeks.

Example: I wanted to go to a middle school in Gaithersburg, Maryland.

The strategies I used were:

Describe to a partner the strategies you used to meet the challenge.

What did you learn about your partner's strategies?

-Determine how you learn best.

Pace Yourself -Focus your attention on the task.

USE WHAT YOU KNOW

-Think about and use what you already

-Use context and what you know to

Make Inferences -Read and listen between the lines.

-Anticipate information to come.

-Relate new concepts to your own life,

Substitute / -Use a synonym or descriptive phrase

USE YOUR SENSES

See it in your mind

Use Sounds -Sound out/vocalize.

-Categorize words or ideas according to

-Write down important words and ideas

-Use or create visual representations

Use Selective -Focus on specific information,

USE A VARIETY OF RESOURCES