Strategy Description Teacher Learner

Active The learning of a The teacher’s role is to The learners’ role is to listen
Listening foreign language is not model the active listening. actively to what the teacher is
obtained only through Thee is the temptation to explaining, particularly when it
the acquisition of make corrections when a comes to pronunciation of words
vocabulary and student is practicing a and phrases in a foreign
learning of grammar foreign language, but it is language. The teacher speaks
rules. It is important to important to be actively and the students listen and write
practice and the listening, without down key words and questions
listening strategy is an interruption. The teacher for follow-up. Listening is
intentional way for can also assign specific essential in second language
students to be active speaking tasks to each acquisition.
listeners with specific student based on their pre-
tasks during a assessed level of mastery.
conversation in class.

Graphic The use of graphic The teacher’s role is to The learners’ role in graphic
Organizers organizers is a strategy effectively create a variety organizers is very important
that not only assists of thinking maps, graphic since they must utilize the
students with the organizers or conceptual resource given and properly
contents of the class charts that the student can follow the directions so that the
but also provides them connect to the learning of graphic organizer is used as
with a management the lesson presented. intended. The learners have the
tool for studying later. responsibility to fill and organize
their ideas.

Partner The level of comfort The teacher’s role is to The learner’s role is to develop
strong that a struggling assess the level of the confidence to execute the
speakers student may have with expertise that different verbal practice that the teacher
with novice a fellow classmate may students may have in has assigned. The strong
learners be useful for them so speaking the language, speaker can benefit from offering
they have the and therefore finding pair correction and feedback, but
opportunity to listen to where one student will be also by learning to communicate
classmates and confident with their in simpler terms to the novice
practice with them. knowledge, and the other speaker. The novice learner has
will benefit from listening the opportunity to practice in a
and speaking to a peer more relaxed setting with only
who can tutor them during one student listening to them,
the lesson. not the whole class.
Strategy Description Teacher Learner

Think Pair Very similar in setting The teacher’s role is to The learners’ role is to follow the
Share to the partnering assign partners that can instructions of the teacher and
strategy, the think-pair- work effectively together, dialogue between them the
share strategy seeks to and assess students level possible responses that can be
have students work out of confidence so that they offered. Then, it is important
the learning and then will find the opportunity to that they confidently present
communicate it to the present to the whole class their findings to the whole class
rest of the class. So what they have learned so all can learn from each pair in
the goal is not to keep during their thinking and the classroom.
the talking between sharing time as a pair.
them, but to have the
talking be a process
the leads to an open
sharing of their
learning.

Relate to Also know as The teacher’s role is to The learner’s role is to be

prior scaffolding or building prepare herself with an
knowledge on previous understanding of what are
knowledge, it is a the students already
strategy to make familiar with, for example,
connections to things in other subjects. Using
that students already information from English
know, such as words or language arts, for example,
content from other the teacher may ask them
areas that is familiar. to summarize a reading in
Spanish, or create a
dialogue, using techniques
from ELA.
proactive in making connections
with what he or she already has
learned, whether in other content
areas or previous years.
Additionally, the learned can
offer feedback, usually verbal, as
to how the understanding
process is being developed, so
the teacher can adjust the
instruction.