CALLA Content and Language Learning Strategies

This strategy list was developed by Anna Uhl Chamot (Copyright 2006) as part of CALLA content and strategies-based instruction.
Printer-friendly version. For more on CALLA, see http://calla.ws
See also, "Learning Strategies for Purpose" based on the ACTFL Standards for Foreign Language Learning.
Please let me know how you use or teach strategies, in particular with technology, by answering the poll or survey questions.

STRATEGY

DESCRIPTION

METACOGNITIVE STRATEGIES

Plan / Organize

Planner

Before beginning a task:

Set goals.

Plan the task or content sequence.

Plan how to accomplish the task (choose strategies).

Preview a text.

Monitor / Identify

Problems

Check

While working on a task:

Check your progress on the task.

Check your comprehension as you use the language. Do you understand? If not, what is the problem?

Check your production as you use the language. Are you making sense? If not, what is the problem?

Evaluate

I did it!

After completing a task:

Assess how well you have accomplished the learning task.

Assess how well you have used learning strategies.

Decide how effective the strategies were.

Identify changes you will make the next time you have a similar task to do.

Manage Your Own

Learning

WindowExt: 490, 388
WindowOrg: 0, 0
Content: -2, 7, 483, 392
Ignored Opcodes:
$105Pace Yourself

Determine how you learn best.

Arrange conditions that help you learn.

Seek opportunities for practice.

Focus your attention on the task.

TASK-BASED STRATEGIES

USE WHAT YOU KNOW

Use Background

Knowledge

I know.

Think about and use what you already know to help you do the task.

Make associations between new information and your prior knowledge.

Use new information to clarify or modify your prior knowledge.

Make Inferences

Use Clues

Use context and what you know to figure out meaning.

Read and listen between the lines.

Go beyond the text to understand its meaning.

Make Predictions

WindowOrg: -1239, 746
WindowExt: 1987, -1796
Content: -1239, -1050, 748, 727

Crystal Ball

Anticipate information to come.

Make logical guesses about what will happen in a written or oral text.

Make an estimate (math).

Make a hypothesis (science).

Personalize

Me

Relate new concepts to your own life, to your experiences, knowledge, beliefs and feelings.

Transfer / Use Cognates

Coffee/Café

Apply your linguistic knowledge of other languages (including your native language) to the target language.

Recognize cognates.

Substitute / Paraphrase

Make it work

Use a synonym or descriptive phrase for unknown words or expressions.

WindowExt: 490, 278
WindowOrg: 0, 0
Content: 0, 6, 477, 277
Ignored Opcodes:
$105 USE YOUR SENSES

Use Images

See it in your mind

Use or create an actual or mental image to understand and/or represent information.

Use or draw a picture or diagram.

Use Sounds

Sound Out

Say or read aloud a word, sentence, or paragraph to help your understanding.

Sound out/vocalize.

Use your “mental tape recorder” to remember sounds, words, phrases, and/or conversations.

Use Your Kinesthetic Sense

Act out a role, for example, in Readers’ Theater, or imagine yourself in different roles in the target language.

Use real objects to help you remember words, sentences, or content information.

USE YOUR ORGANIZATIONAL SKILLS

Find/Apply Patterns

abacus

Apply a rule.

Make a rule.

Recognize and apply letter/sound, grammar, discourse, or register rules.

Identify patterns in literature (genre).

Identify patterns in math, science, and social studies.

Classify/Sequence

Life cycle

Categorize words or ideas according to attributes.

Classify living things; identify natural cycles.

Identify order and sequences in math, science, and social studies.

Sequence events in history.

Take Notes

PDA

Write down important words and ideas while listening or reading.

List ideas or words to include in speaking or writing..

Use Graphic Organizers

 

Venn

A Venn diagram

Use or create visual representations (such as Venn diagrams, time lines, webs, and charts) of important relationships between concepts.

Summarize

Main Idea

Create a mental, oral, or written summary of information.

Use Selective Attention

WindowOrg: -1214, 745
WindowExt: 1929, -1972
Content: -1214, -1227, 712, 743

Focus

Focus on specific information, structures, key words, phrases, or ideas.

MapMode: 8
WindowOrg: 0, 0
WindowExt: 1, 1
MapMode: 8
WindowOrg: 0, 0
WindowExt: 1, 1
WindowExt: 16000, 12591
WindowOrg: 0, 0
Content: 0, 0, 16000, 12591
USE A VARIETY OF RESOURCES Title: Counsellor Drawings: People Scenes - Children  (1996)
Author: NA
Illustrator: Counsellor, Barbara
Publisher: Zedcor, Inc.
SSm   MM   8/30/96
Copyright (c) 1996 Zedcor Inc. All Rights Reserved.
Visit us at http://www.arttoday.com
Keywords: computer

Access Information

Sources

Look it up!

Use the dictionary, the internet, and other reference materials.

Seek out and use sources of information.

Follow a model

Ask questions

Cooperate

Together

Work with others to complete tasks, build confidence, and give and receive feedback.

Talk Yourself Through It

(SelfTalk)

I can do it!

Use your inner resources. Reduce your anxiety by reminding yourself of your progress, the resources you have available, and your goals.