1. Module Two: Learning Strategies Learning strategies are methods used by individuals in their interactions with learning tasks. Source: http://www.upei.ca/~xliu/measurement/glossary.htm http://www.upei.ca/~xliu/measurement/glossary.htm Created by May Ying Chau at Oregon State University ©2008

2. Learning Strategies Suggested in This Tutorial 1. Concept Mapping 2. Mental Imagery 3. Storytelling There are many more learning strategies. These are just examples. Created by May Chau© 2008 Created by May Ying Chau at Oregon State University ©2008

3. Functions of these Learning Strategies Concept Mapping Mental Imagery Storytelling Created by May Chau© 2008 Created by May Ying Chau at Oregon State University ©2008

4. The function of learning strategies in this tutorial is to enable three basic research skills: 1. Extrapolate/extract meanings from various sources 2. Ask crucial or right questions 3. Determine what information is needed to further the research Created by May Chau© 2008 Created by May Ying Chau at Oregon State University ©2008

5. Extrapolate information from various sources Ask crucial questions Determine what information is needed In this tutorial, these abilities are identified with higher-order thinking. This tutorial suggests using learning strategies to acquire or develop these skills. Created by May Chau© 2008 Created by May Ying Chau at Oregon State University ©2008

6. Higher Order Thinking in Bloom’s Taxonomy Analysis Synthesis Evaluation Knowledge Comprehension Application Higher Order Thinking Created by May Chau© 2008 Bloom’s Taxonomy Created by May Ying Chau at Oregon State University ©2008

7. Analysis Synthesis Evaluation Application Involves Applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Sources: Learning Domains or Bloom’s Taxonomy. http://www.nwlink.com/~donclark/hrd/bloom.html http://www.nwlink.com/~donclark/hrd/bloom.html Cognitive Domain Created by May Ying Chau at Oregon State University ©2008

8. Analysis Synthesis Evaluation Application Involves Applies, changes, computes, constructs, demonstrates, discovers, manipulates, Modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Sources: Learning Domains or Bloom’s Taxonomy. http://www.nwlink.com/~donclark/hrd/bloom.html http://www.nwlink.com/~donclark/hrd/bloom.html Cognitive Domain Created by May Ying Chau at Oregon State University ©2008

9. Analysis Synthesis Evaluation Application Involves Applies, changes, computes, constructs, demonstrates, discovers, manipulates, Modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, Outlines, relates, selects, separates. Sources: Learning Domains or Bloom’s Taxonomy. http://www.nwlink.com/~donclark/hrd/bloom.html http://www.nwlink.com/~donclark/hrd/bloom.html Categorizes, combines, complies, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Cognitive Domain Created by May Ying Chau at Oregon State University ©2008

10. Analysis Synthesis Evaluation Application Involves Sources: Learning Domains or Bloom’s Taxonomy. http://www.nwlink.com/~donclark/hrd/bloom.html http://www.nwlink.com/~donclark/hrd/bloom.html Appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. Cognitive Domain Applies, changes, computes, constructs, demonstrates, discovers, manipulates, Modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, Outlines, relates, selects, separates. Categorizes, combines, complies, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Created by May Ying Chau at Oregon State University ©2008

11. Extrapolate Meanings from Various Sources Extrapolate information from various sources Extrapolate means “To infer or estimate by extending or projecting known information.” Source: American Heritage Dictionary To estimate the value of a quantity that falls outside the range in which its values are known. Source: American Heritage Science Dictionary All these involve higher-order thinking Created by May Ying Chau at Oregon State University ©2008

12. Ask crucial questions Ask Crucial Questions Asking questions can stimulate thinking essential to the construction of knowledge. Source: http://en.wikipedia.org/wiki/Critical_thinking http://en.wikipedia.org/wiki/Critical_thinking ; It can also enable one to analyze, synthesize or evaluate; for example, course materials Source: http://web.princeton.edu/sites/mcgraw/Scholar_as_Teacher_Asking_Good_Questions_10.html All These Involves higher-order thinking Created by May Ying Chau at Oregon State University ©2008

13. Determine what information is needed Determine What Information is Needed This is to: Evaluate information for relevancy and reliability Identify gaps between information / knowledge Analyze information in the context of their research Select the direction of the research (narrow or broaden the topic, the focus, etc.) All these involve All these involve higher-order thinking Created by May Ying Chau at Oregon State University ©2008

14. Mental Imagery or Dialog Storytelling Concept Mapping Ask crucial or right questions Extrapolate meanings from various sources Determine what information is needed Learning Strategies are used as enablers for the three research skills in this tutorial This tutorial suggests using mental imagery, concept mapping and storytelling; but there are many different learning strategies used by various individuals Created by May Ying Chau at Oregon State University ©2008

15. of Module Two END of Module Two