Chamot et al. (2004)

Learning strategies here come Learning strategies here come from:from:

Chamot et al. (2004). The Elementary Immersion Chamot et al. (2004). The Elementary Immersion Learning Strategies Resource Guide. Department of Learning Strategies Resource Guide. Department of Education, Washington.Education, Washington. http://www.nclrc.org/eils/

Chamot Chamot et al. (2004)et al. (2004).. Sailing the 5 Cs withSailing the 5 Cs with learning learning strategies: A resource guide for secondary foreign strategies: A resource guide for secondary foreign language educators. Department of Education, language educators. Department of Education, Washington, DC.Washington, DC. http://www.nclrc.org/sailing/pdfs/sfle.pdf

Definition: The thoughts and/or actions that students use to

complete a learning task. They are used for problem-solving during

language learning. Strategies can be learned. Using Learning Strategies improves language

learning.

The goal is for students to become independent learners with the ability to use strategies correctly in a variety of context.

Strategies improves student´s acquisition of a foreign language.

Students discover how and when to apply them.

METACOGNITIVE STRATEGIES

General learning strategies.

Students begin to think consciously about their own learning.

TASK-BASED STRATEGIES

They focus on how students can use their own resources to learn most effectively.

Organize/plan: Organization of what they need to do.

Manage: Regulation of their own learning

Monitor: Students check their progress on the task.

Evaluate: Students reflect on their work.

Strategies that use what you know

Strategies that use your imagination

Strategies that use your organizational skills.

Strategies that use a variety of resources.

Make predictions:Make predictions:

It happens when a student anticipates information and makes logical guesses about what will happen.

They can only be used when students have enough relevant background knowledge.

Use real objects / Role play:Use real objects / Role play:

Students imagine themselves in different roles in the target language.

It can be used with concrete or abstract concepts to make them more concrete.

Find-apply patterns:Students use a rule they already know or create a new one. It is useful in situations where students can generalize about a language structure.

Use graphic organizers / take notes.Use or create visual representations of important relationships between concepts. Write down important words and ideas.

CooperateBy working together students gain confidence, share their strengths and complete tasks more easily.

Talk yourself through itStudents tell themselves they are doing a good job and they are capable of completing a task. “I know I can do it!”

Training proposal for paper readingTraining proposal for paper reading

Strategies may be applied to any language learning skill, including reading

Now we are going to describe a proposal for paper reading

Chamot’s materials are for other languages than English, but can be adapted without effort as the English translation always appears somewhere.

1.1. PreparationPreparation2.2. PresentationPresentation3.3. PracticePractice4.4. Self-evaluationSelf-evaluation5.5. ExpansionExpansion

Activate the background knowledge Activate the background knowledge of the presented strategy.of the presented strategy.

Ex (Ex (making inferencesmaking inferences): When you ): When you see a text, is there any clue to help see a text, is there any clue to help you what the text will be about?you what the text will be about?

Example: Preparation Example: Preparation

1.1. Ask the students to tell you about the weather today.Ask the students to tell you about the weather today.2.2. Ask them to describe the weather in the Ask them to describe the weather in the

summertime, the wintertime, etc.summertime, the wintertime, etc.3.3. Explain that sometimes we understand things in a Explain that sometimes we understand things in a

story because of what we know already. story because of what we know already. 4.4. Show the students a picture Show the students a picture

from the story “Froggy gets from the story “Froggy gets dressed” and ask them: (What dressed” and ask them: (What kind of weather is Froggy kind of weather is Froggy preparing for?) preparing for?)

4.4. Write their responses on the Write their responses on the board.board.

We introduce the new concept or strategy.We introduce the new concept or strategy. There are five steps: There are five steps:

1.1. Name the strategy: Name the strategy: Make inferencesMake inferences2.2. Explain how to use itExplain how to use it3.3. Tell when to use itTell when to use it4.4. Model itModel it5.5. Explain its importanceExplain its importance

Give the strategy a Give the strategy a namename::

““This strategy is called This strategy is called Make InferencesMake Inferences.” .” Use an Use an illustrationillustration, this way it, this way it

will be easier for students will be easier for students to to

understand and remember the understand and remember the

strategy.strategy.

Tell students what the strategy means and how Tell students what the strategy means and how to use it. For example:to use it. For example:

“ “This strategy is called This strategy is called Make InferencesMake Inferences. . Make Inferences Make Inferences can help us can help us figure out the figure out the meaning of a story meaning of a story by using clues such as the by using clues such as the content, pictures or specific words content, pictures or specific words in the story. in the story. If you do not know what a word means, try to If you do not know what a word means, try to read other sentences to figure it out.”read other sentences to figure it out.”

Make it clear to students what situations call Make it clear to students what situations call for the use of the strategy. for the use of the strategy. For example, you can explain to students that For example, you can explain to students that

Make InferencesMake Inferences is an appropriate strategy to use is an appropriate strategy to use when they do not understand every word they hear when they do not understand every word they hear or read; they can use what they do understand to or read; they can use what they do understand to help them figure out the rest. help them figure out the rest.

If you have emphasized in your explanations If you have emphasized in your explanations one skill, like reading, make sure to emphasize one skill, like reading, make sure to emphasize that the strategy can be used with other skills that the strategy can be used with other skills as well, such as listening or writing.as well, such as listening or writing.

If students are learning to If students are learning to Make InferencesMake Inferences when when reading a story, then you can model the strategy reading a story, then you can model the strategy on a part of the story. on a part of the story.

When reading aloud, you can stop where a point is When reading aloud, you can stop where a point is unclear and think aloud while trying to figure out unclear and think aloud while trying to figure out the meanings of words or phrases from the the meanings of words or phrases from the context. (think-aloud technique)context. (think-aloud technique)

Example: Example: Presentation Presentation 1.1. You/students read “Froggy gets dressed” You/students read “Froggy gets dressed” 2.2. Ask students again: “What Ask students again: “What kind of weather is Froggy kind of weather is Froggy

preparing for? “preparing for? “3.3. Ask students if they were right before.Ask students if they were right before.4.4. Tell students that they are learning to guess what a Tell students that they are learning to guess what a

story is about using a picture and information that story is about using a picture and information that they already know.they already know.““Using the pictures to guess what a story is about is a Using the pictures to guess what a story is about is a strategy called strategy called Make InferencesMake Inferences. . Using this strategy can help you Using this strategy can help you understand a story that you are reading understand a story that you are reading or listening.”or listening.”

5.5. Model the strategy by thinking aloud. Model the strategy by thinking aloud. Say, for example, “In this picture the Say, for example, “In this picture the frog is putting on his socks. I think it is a going out.”frog is putting on his socks. I think it is a going out.”

The content and strategies taught, serve as material to The content and strategies taught, serve as material to practise.practise.

Think carefully about your students' abilities. Think carefully about your students' abilities. Success Success with learning strategies depends on whether students with learning strategies depends on whether students find them useful.find them useful.

While introducing new strategies, While introducing new strategies, coach studentscoach students with with remindersreminders to use previously learned ones, which to use previously learned ones, which should be gradually eliminated.should be gradually eliminated.

In the early stages, students also In the early stages, students also need feedback.need feedback.

Example: Practice 1Example: Practice 11.1. Have the children dress up and act out/retell the Have the children dress up and act out/retell the

story. story. 2.2. Show picture cue cards that depict Show picture cue cards that depict

children modeling several different children modeling several different types of clothing. Ask them which types of clothing. Ask them which picture would be appropriate for picture would be appropriate for them accompanying Froggy on histhem accompanying Froggy on hiswalk.walk.

3.3. Have the students draw an animal friend to go with Have the students draw an animal friend to go with Froggy. Have them draw the appropriate clothing Froggy. Have them draw the appropriate clothing for the animals’ walk. Have them describe the for the animals’ walk. Have them describe the articles of clothing in their pictures.articles of clothing in their pictures.

Example: Presentation 2:Example: Presentation 2:1.1. Reintroduce the strategy:Reintroduce the strategy:

““You can use what you know about weather and You can use what you know about weather and seasons to figure out what month of the year the seasons to figure out what month of the year the story takes place in even though the book does not story takes place in even though the book does not say. This is another way to use the strategy say. This is another way to use the strategy Make Make InferencesInferences.”.”

2.2. Show the students the picture again, and have them Show the students the picture again, and have them guess which season and month it might be. Ask guess which season and month it might be. Ask them how they know. Remind students that they are them how they know. Remind students that they are using the strategy using the strategy Make InferencesMake Inferences..

Practice 2:Practice 2:

1.1. Show pictures of children dressed for various Show pictures of children dressed for various weather conditions. Have the students guess weather conditions. Have the students guess what season and month it is.what season and month it is.

2.2. Remind them that they are using the picture Remind them that they are using the picture to help them understand.to help them understand.

It focuses on student self-evaluation of the It focuses on student self-evaluation of the effectiveness of the strategies they use in effectiveness of the strategies they use in accomplishing specific tasks.accomplishing specific tasks.

Students need to find out which learning Students need to find out which learning strategies work best for them on certain tasks strategies work best for them on certain tasks and why.and why.

There are several methods:There are several methods:1.1. Class discussionsClass discussions2.2. Learning strategies checklistsLearning strategies checklists

Example: Evaluation:Example: Evaluation:1.1. Ask students to raise their hands if they guessed Ask students to raise their hands if they guessed

what kind of weather Froggy was preparing for. Ask what kind of weather Froggy was preparing for. Ask them to raise their hands if they them to raise their hands if they

guessed what season the children guessed what season the children

in the pictures were dressed for. in the pictures were dressed for.

2.2. Ask the students to raise their hands if making Ask the students to raise their hands if making guesses before reading a story helps them guesses before reading a story helps them understand it more easily. Ask them if they are understand it more easily. Ask them if they are going to make guesses about other stories from going to make guesses about other stories from pictures.pictures.

3.3. Students retell the story using pictures and short Students retell the story using pictures and short sentences.sentences.

Students learn to relate and transfer strategy Students learn to relate and transfer strategy use to other task, subjects areas or aspects of use to other task, subjects areas or aspects of their lives.their lives.

If they have used If they have used Make Inferences while Make Inferences while reading a story, you might model how to Make reading a story, you might model how to Make Inferences while watching a movie.Inferences while watching a movie.

It is important to recognize and seek occasions It is important to recognize and seek occasions when learning strategies instruction can be when learning strategies instruction can be reviewed and reinforced.reviewed and reinforced.

Example: ExpansionExample: Expansion

1.1. Make Inferences to talk about the temperature. Make Inferences to talk about the temperature. Using the same pictures, have the children guess if it Using the same pictures, have the children guess if it is cold, cool, warm or hot outside.is cold, cool, warm or hot outside.

2.2. Tell students that Tell students that Make Inferences Make Inferences is also a helpful is also a helpful strategy to use while reading.strategy to use while reading.

3.3. Have students make guesses from cover pictures Have students make guesses from cover pictures about stories they are going to read.about stories they are going to read.

Point out to students how they benefit from Point out to students how they benefit from using the strategy: using the strategy:

““As I listen to this story, there are parts that I As I listen to this story, there are parts that I do not understand. I can understand better by do not understand. I can understand better by making inferences.”making inferences.”