Learning Strategies And Students

Learning strategies and students

Learning strategies are admitted from different approaches and from several countenance. In the educational, the statements that have been raised to expose the concept have been diverse. According to Schunk (1991): “Learning strategies are sequences of procedures or plans oriented towards the achievement of learning goals, while specific procedures within that sequence are called learning tactics. In this case, the strategies would be higher level procedures that would include different tactics or learning techniques ”(Schunk 1991, p. 70).

Learning skills is a practical and reflective objective to obtain the achievement of objectives, raised in the teaching process. As a guidance you must detail with certain steps taking into account the environment of the strategy. "Learning can occur throughout life. Expectations and other cognitive learning variables can change as a result of experience ”(cloninger s. 2003. p. 349).

It is very important to plan the objectives of the teaching forms and estimate the variety of decisions that the teacher must take into account, constantly and prudently, in correspondence with the methods and work they manage to use to achieve the learning objectives.

According to Díaz Barriga, there is a wide variety of definitions, but they all have in common the following aspects:

• They are procedures.
•  They can include several specific techniques, operations or activities.

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•  They pursue a specific purpose: learning and the solution of academic problems and/or those other aspects related to them.
•  They are more than the ‘study habits’ because they are performed flexibly.
•  They can be open (public) or covert (private).
•  They are sociocultural instruments learned in interaction contexts with someone who knows more (Díaz Barriga 1998, p. 79).

Strategies are procedures or instruments that help both the teacher and the student to improve their teaching, which must be flexible depending on the area in which they are.

Teaching and learning processes in students

The teaching-learning step is the way by which specific or general knowledge about a subject, its extensions in the phenomenon of academic performance from the elements that establish its behavior are transferred. "Intentional communication system that is produced in an institutional framework and in which strategies aimed at provoking learning are generated" (Contreras, 1990, p. 23).

The school teaching-learning is very complicated and a series of elements that must be related so that the results are better. It is not possible to achieve the perfection of the step if these components do not develop optimally.

Study and teaching are methods that are continually given in the life of every human being, so we cannot talk about one without talking about the other. Both processes meet around a central axis, the teaching-learning process, which structures them in a unit of meaning.Teaching cannot be understood more than in relation to learning; And this reality relates not only to the processes related to teaching, but also those linked to form.

The cause of teaching-learning is composed of four elements: the teacher, the student, the content and the environmental variables (characteristics of the school/classroom). Each of these elements influence to a greater or lesser degree, depending on the way they relate to a certain context.