Please enable JavaScript.

Coggle requires JavaScript to display documents.

LEARNING STRATEGIES Learning-Strategies - Coggle Diagram

- - - - BRAINSTORMING: Generating as many fresh words and concepts as possible. For example: Given the topic of qualifying adjectives, think of as many as possible.
    - - REFLECTING: Reflecting on methods that suit your learning preferences most effectively. For example: Consider whether you absorb information better through visual aids, written aids, or auditory explanations.
      - SELF-EVALUATING: Reflecting on your performance on a learning activity and evaluating your own progress. For example: After completing a math quiz, considering the accuracy of your answers and assigning yourself a score based on your understanding of the material.
      - PERSONALIZING: Learners express their personal viewpoints, emotions, and thoughts on a topic. For example: Students participate in a class discussion by sharing their perspectives and experiences regarding climate change and its impacts on society.
    - - SKIMMING: involves rapidly reading to gain a basic understanding of a text. For example: Quickly scanning through a novel's introduction to grasp the overall theme before delving into detailed reading.
      - SELECTIVE LISTENING: Listening selectively for essential information without attempting to comprehend each individual word. For example: During a lecture, focus on key dates, names, and concepts rather than trying to grasp every detail.
      - SUMMARIZING: Identifying and showcasing the key elements of a text in a condensed manner. For example: Summarize a lengthy article into a concise bullet-point list highlighting the main arguments and conclusions.
      - USING CONTEXT: Utilizing the environment to infer the definition of unfamiliar terms. For example: Interpreting the context of a sentence to deduce the meaning of a new vocabulary word.
      - PRACTICING: Engaging in structured activities to enhance competencies and understanding. For example: Practicing grammar drills to improve language proficiency and fluency.
      - CONVERSATIONAL PATTERNS: Initiating dialogues and sustaining their momentum through conversational phrases. For example: Employing greetings like "Hi, how are you?" and follow-up questions such as "What have you been up to lately?" to engage in meaningful discussions.
    - - ROLE-PLAYING: Imitating another persona and adapting language to fit the context. For example: Role-playing as a customer in a simulated restaurant scenario and using appropriate language to place an order.
      - COOPERATING: Collaborating with peers to exchange thoughts and enhance understanding. For example: Working together in a group discussion to brainstorm solutions for a challenging math problem.
    - - DIAGRAMMING: Employing details from a text to annotate a visual representation. For example: Utilizing data from a biology textbook to label the parts of a cell diagram accurately.
      - DISCRIMINATING: Differentiating the central concept from supplementary details. For example: In a history lesson about World War II, identifying the main idea as the causes of the conflict and recognizing supporting information as specific battles and key figures involved.
      - INFERENCING: Utilizing existing knowledge to acquire additional understanding. For example: Applying knowledge of basic arithmetic to learn more advanced mathematical concepts like algebra.
      - CONCEPT MAPPING: Presenting the primary concepts of a text through a visual diagram. For example: Illustrating the central themes of an article using a concept map.
      - TAKING NOTES: involves summarizing the key points of a text using your own language. For example: condense the main ideas of a conference into concise and personalized summaries.
      - INDUCING: refers to recognizing patterns or regularities present in data or information. For Example: When analyzing a series of educational results, a teacher observes that every time games are played in class, student participation also increases. From this observation, the teacher induces the principle that the game positively influences the active participation of the students.
      - PREDICTING: involves anticipating future developments or results in the learning procedure. For example, by reviewing the title and objectives of a unit, you can anticipate the specific knowledge and skills that will be acquired.
      - CLASSIFYING: categorize or organize elements based on their similarities or shared characteristics.
        For example, classifying a set of animals such as mammals, birds, and reptiles based on their common characteristics.