Strategic learning includes each and every step the student plans to learn in a meaningful way according to their cognitive style. Within the learning strategies the student chooses the ideal method to reach the desired objective, so that he can become proficient in his management and acquiring the freedom to approach the different topics that he intends to know.
In order to be a good strategic learner, it is necessary that, in addition to knowing the study techniques, the student has some reading comprehension skills; in order to establish a relationship and hierarchy between ideas, responsibility, interest, commitment and timely management of time and organization, aspects that will allow you to achieve the planned objective.
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Strategic learning involves learning little by little, and teachers have a fundamental role, beginning with the teaching to read, that although it seems obvious, there are many students who, when reading, only pass their eyes through reading, without dwelling on its content , since they do not have that level of concentration that allows them to understand what they are reading, or because they have no knowledge of words and because they are lazy they are not interested in looking for them is the dictionary. They are young people who answer any question, guessing the answer or copying themselves from their friends, achieving with this move away more and more from the opportunity to learn.
The elaboration of a strategy represents an internal process, which includes thinking, what would be the most appropriate for each student in the approach to the element of knowledge.
It is intentional and conscious: because it involves the student who assumes as his or her own the objective of the task: solving a problem, preparing a report.
It is planned: because it requires thinking different actions to address the problem, discarding the use of techniques or procedures that are deemed unhelpful; executing and controlling the application of those that have been selected.
It is self-regulated: because it requires - from the student - an attentive look at the progress of the process and demands a flexible attitude that grants the permission to recognize when the path undertaken or the actions carried out are not being effective. That is the moment of the modification, of the change of procedure.
It is evaluated: because it is the student who, when controlling the process, when regulating it, is applying a permanent evaluative look.
The student who is able to appreciate the success or difficulties encountered and act accordingly, reinforcing successful procedures and discarding those that are not, is systematically evaluating their own performance.
Attending to outside conditions involves trying to control situations or circumstances that, in the field of learning strategies and cognitive styles, are called support variables. All people, to a greater or lesser degree, recognize them. Let's see some, in the form of a list, neither unique, nor absolute, in view of the need to prepare for a partial or final test.
Contemplate needs of time and space: Organize a schedule of tasks according to the total time and partial times that may correspond to partial goals.
Caring for the auditory barrier: Whether we opt for a sound background or silence, let's make sure that the conditions are favorable, accompany us avoiding the situation, because the attention was caught by another stimulus. In the path of self-awareness, recognizing oneself dispersed should stimulate us to adjust the controls that lead us to dispersion.
Respect personal disposition for a given moment of the day: According to these preferences, the chosen moment has to coincide with the chosen place, to prepare it, it disposes us emotionally. We could say borrowing an expression of a prominent Argentine psychologist, Enrique Pichon Rivière is the pre-task what we do before the task and disposes us better to it.
Reference: http://conceptodefinicion.de/aprendizaje-estrategico/
