Learning, Remembering, and Understanding

Brown, Ann L.

doi:10.4324/9781315211985-5

Cited by 314 publications

(1 citation statement)

References 244 publications

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“…An interesting study by Hattie et al (1996, cited in Gu, 2019 carried out a meta-analysis of 51 studies dealing with strategy instruction experimentations and came to the conclusion that, in order to have a real effect on learning, strategy instruction has to possess three main characteristics: be situated in context, use domain-specific tasks, and involve a high degree of learner metacognitive awareness. These results confirm what other researchers have already stated (i.e., Brown et al, 1983), namely, that implicit strategy instruction, although proving to be effective in improving the learner"s performance in the task where the trained strategy is employed, does not lead to the development of a strategic competence which allows the learner to autonomously transfer the taught strategy to other learning tasks and contexts. Direct instruction is said to be the only way for learners to gain deep awareness of their thinking processes, be able to automatize them and to transfer them to other contexts.…”

Section: Models Of Learning Strategies Instructionsupporting

confidence: 91%

Learning Strategies Instruction in CLIL Textbooks and Teacher-Authored Materials: A Qualitative Study

Menegale

2020

IJL

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The aim of the study here presented was to understand to what extent CLIL materials are oriented towards the development of learning strategies (cognitive, metacognitive and socio-affective strategies). This was done through the analysis of teaching materials of different content subject areas for primary and secondary school levels. A qualitative approach was adopted to compare learning units taken from commercial CLIL textbooks alongside self-authored materials created by CLIL teachers for their classes. A set of informative data was gathered to detect which strategies were most developed, whether any relevant differences between the materials analysed could be spotted, and whether strategy instruction was implicit or explicit. Main findings show that the types of strategies found in CLIL materials are very similar to those applied in second and foreign language learning environments and, although no significant differences have been spotted between textbooks and self-authored materials as to strategy instruction, the data has provided some interesting insights which deserve further exploration. It is hoped that the work will shed some light on practices of effective integration of learning strategies in CLIL teaching.

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Section: Models Of Learning Strategies Instructionsupporting

confidence: 91%