SRL: Learning Strategies

Learning Strategies:

Cognitive Strategies - three main types of cognitive strategies: first, elaboration strategies, by which connections are established between new material and what is already known. Second, rehearsal strategies, which help store information in the memory by repeating the material, and third, organization strategies to visualize the material to facilitate learning (Mayer, 2008).

Metacognitive Strategies - the forethought phase, which involves the development of planning strategies. An example is the allocation of study time. During the performance phase, the actual learning or task performance takes place. Here the monitoring strategy comes into play; the learner repeatedly checks whether he/she understands the material, e.g. by self-questioning. The last phase is that of self-reflection, during which the learner evaluates the learning process and/or product. Evaluation and reflection techniques are used to support this phase.

Management Strategies - focus on the learning environment and are used to create the optimal learning conditions. They can be aimed at the learner him/herself (effort management; strategies that help one persist in case of difficulties), at others (help-seeking and/or collaborative learning), or at the physical environment (e.g. using dictionaries and/or going to the library).

Motivational Strategies - formulation of a learning objective, valuing the task, and the development of a positive style of attribution. The enhancement of the motivation element improves student engagement in the task.

Resource:

De Boer, H., Kostons, D., & Donker-Bergstra, A. (2012). Effective Strategies for Self-regulated Learning: A Meta-Analysis. Retrieved August 14, 2016, from https://www.nro.nl/wp-content/uploads/2014/05/PROO_Effective strategies for self-regulated learning.pdf.