Christine Gillions : ‘Importance of Strategic Behaviours in the Learning Process'

Christine Gillions : Importance of Strategic Behaviours in the Learning Process'

The role of today's teacher is to provide the opportunity for the learner to develop strategic behaviours which enable the learner to be a flexible, motivated problem-solver who can function effectively in the world outside the classroom. Therefore the teacher must have a clear understanding of the properties and functions of strategic behaviours and also have a sound knowledge of those teaching approaches that best equip the learner with these essential lifelong learning tools.

Strategic behaviours are those procedures that guide the student as he/she attempts to complete tasks such as reading comprehension, writing and mathematics. Strategic behaviours fall into two categories

Cognitive Strategic Behaviours

Conscious and deliberate behaviours which control attention, behaviour, communication, emotions, motivation and comprehension

For example

Rehearsal

Elaboration

Transformation

Memorisation

Organisation

Metacognition Strategic Behaviours

Conscious and deliberate behaviours which generalise across many tasks, enabling the learner to be aware of their own thinking (aware of their cognitive processes What am I doing?') and to be self-regulated throughout the learning activity (Is my chosen strategy effective?')

For example

Planning ahead (deciding which cognitive strategies to apply)

Self-monitoring (assessing effectiveness, modify or changing)

Self-evaluation (assess level of achievement against a standard)

A particular strategic behaviour can be regarded as either cognitive or metacognitive, depending on why the learner is implementing that strategy. For example, a self-questioning strategy may be activated while reading, as a means to obtaining knowledge (cognitive), or as a way of monitoring what has been read (metacognitive.

However, despite their different uses, cognitive and metacognitive strategic behaviours together assist the learner to carry out vital cognitive operations that produce essential insightful learning. Therefore the teacher should provide an environment which fosters knowledge, application and understanding of strategic behaviour, so the learner is empowered to take charge of their own learning and consequently make optimal achievements in and beyond the classroom.

Christine Gillions, Learning Support and Gifted Education Specialist

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