CALLA
Cognitive Academic Language Learning
Approach -
INTEGRATING LEARNING STRATEGIES INTO A
LESSON
Developed by Anna Uhl Chamot & J. Michael
O'Malley
PREPARE
ACTIVATE STUDENTS' BACKGROUND KNOWLEDGE OF STRATEGIES
Review what students already know about learning strategies.
Review how students normally approach the given task
PRESENT
CHOOSE STRATEGIES APPROPRIATE FOR THE TASK
Present the language task.
Discuss which strategies will be most appropriate for the task during
each of the metacognitive processes
Mention strategies by name.
MODEL STRATEGIES
Model how to use strategies by thinking aloud during authentic,
meaningful tasks.
Discuss the value of the strategies used in the think-aloud.
PRACTICE
EMPHASIZE STUDENT THOUGHT PROCESSES WHILE THEY USE STRATEGIES
Provide students opportunities to practice strategies on tasks similar
to the one you used for modeling.
Ask students to think-aloud in pairs, small groups, or individually.
Discuss the value of the strategies while students are working on the
task.
Coach students as they practice by using prompts to focus on students'
thought processes.
EVALUATE
DISCUSS WHY STRATEGIES WERE EFFECTIVE OR NOT
Evaluate how well the strategies worked and if they were helpful for
doing the task.
Emphasize that some strategies work better in certain contexts that in
others.
Discuss which strategies students find effective with the language
skill(s) practiced.
EXPAND
PROVIDE PRACTICE OPPORTUNITIES IN A WIDE VARIETY OF TASKS.
Because transfer of learning is so difficult, one of the best ways to
insure it is to remind students, in a wide variety of situations, to
use the strategies.
Encourage students to use strategies consciously with non-language
tasks as well as language tasks
References:
Chamot,
A. U., & J.M. O’Malley. 1994. The CALLA Handbook. White Plains, NY:
Longman.
Chamot, A.U., S. Barnhardt, P.B. ElDinary, J. Robbins. 1999. The
Learning
Strategies Handbook. White Plains, NY:
Longman
Graphic model:
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