TEACHER ROOM: Strategies, of learning #2

in #steempress5 years ago (edited)

Continuing with the study of learning strategies, the strategies we will use today are the "Support strategies".


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The "support strategies" are at the service of the student's sensitivity towards the learning tasks. And the awareness of learning has three areas: motivation, attitudes and affection..

  • Motivation

With regard to the motivation, it is convenient to know that it is one of the great conditions of meaningful learning. Ausbel (1976) has stated that one of the two great conditions of meaningful learning is the student's willingness to learn in a meaningful way. The possible motivational strategies are many.
A first strategy is that of intrinsic motivation related to the management of projects such as epistemic curiosity, task control, confidence and challenge. The line of educational intervention does not cover so much the application of strategies of motivating action by the student, improves their level of control, doses their dose of challenge, increases their confidence or tests their mental curiosity.
Another strategy susceptible to intervention is one that focuses on the causal attributions of success or failure. The best attribution of school failure is that which considers failure as a result of lack of effort in the task, since the lack of effort is internal, unstable and controllable.

A strategy of this kind is easy to modify, just change the dose of effort. A bad strategy of this type is easy to modify, just change the dose of effort. A bad strategy of attribution is the one that attributes the failure to the lack of intelligence, since in this case the strategy is internal, stable and not controllable.

  • Attitudes

Strategies related to attitudes point to three areas of intervention: the learning climate, the sense of security and personal satisfaction and the participation of school tasks.
The strategic key for each of these areas is that the student in relation to the learning climate feels accepted within that climate or culture of knowledge; In relation to the feeling of security, it is necessary that the student is not threatened and can manifest their true abilities, and in relation to school work, it is convenient for the teacher to relate the tasks with personal interests.
  • Affection

Affection within the curriculum is today one of our pending subjects. An affective strategy that can improve the emotional dimension of learning is that which has to do with emotional control, especially anxiety, since anxiety can block and interfere with learning, especially meaningful learning.
In this sense, the salient differences between high and low subjects in anxiety do not reside as much in emotional reactions as in the nature of cognitive structures and the presence of personal concerns apart from the evaluative task.
The effective strategy against anxiety is to maintain emotional control during learning tasks. This control can be achieved using known techniques to reduce anxiety through systematic desensitization, cognitive restructuring or modeling.
A strategy of positive affect, in contrast to the negative strategy in terms of anxiety, is the channeling strategy of the affects that emotional intelligence has highlighted in recent years; There are four main dimensions: comprehension, assimilation, channeling and control of emotions within the educational context.

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Posted from my blog with SteemPress : http://deisip67.vornix.blog/2018/10/10/teacher-room-strategies-of-learning-2/

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