Conclusion

Definition of the factor

Learning strategies can be generally defined as operations, techniques, steps, processes, behaviors, or

thoughts used by students to guide, facilitate, and solve problems in their learning.

Strategies will vary depending on the nature of the task. A learner may have the skills to learn but strategies

will support him and assist him to respond in a more efficient manner. Knowledge of strategies can make the difference between success and failure in a learning task.

There are two main types of learning strategies: cognitive and metacognitive strategies. Cognitive strategies

can be regarded as mental plans of action that learners develop to help them approach any learning task or problem. On the other hand, learners use metacognitive strategies to plan what they will do and then monitor and modify their own thoughts and actions as they proceed.

Apart from the cognitive-metacognitive classification of learning strategies, they can also be classified into

other categories depending on some learning areas, including study skill strategies, test-taking strategies, reading strategies, writing strategies, listening strategies, and mathematical problem-solving strategies.

Definition of teaching strategies

Teaching strategies can be defined as the tactics or procedures teachers use in order to communicate the

lesson, and manage the classroom successfully.

Conclusion

Teaching strategies are different from teaching methods in that they are simple procedures used for bringing

about an effective delivery of the lesson.

Teaching strategies are also different from teaching styles which refer to modeling and communicating

lessons to an attentive audience. The most popular teaching styles include:

Formal authority teaching style: focusing on content and teacher-centered learning.

Demonstrator or personal model teaching style: running teacher-centered classes with an emphasis on

demonstration and modeling.

Facilitator model teaching style: focusing on student-centered learning.

Delegated teaching style: placing more control and responsibility for learning on students or groups of

students.

Definition of teaching strategies

It can be argued that both learning and teaching strategies/styles are value-free, i.e. they can be judged as

good or poor ones depending on how they are effectively implemented and how they work for certain tasks or learning environments.

A strategy is essentially a method of ensuring learner's strengths are being used. This means that some...

Conclusion

...strategies will not work for all learners.

There are some factors which may hinder teaching learning strategies effectively. These factors are related to

the learner, the teacher, and the methodology and materials used.

Some problems may arise due to the conflict between teacher's style and learner's style. The best teachers

contemplate the manner in which they will present a topic and have a wide variety of instructional models at their disposal.

Learning and teaching strategies: the psychological perspective

It is a commonly held view that one of the purposes of identifying learning styles is to match teaching methods

to learning styles.

In many classrooms, however, this may not be realistic and can place considerable pressure on teachers.

Therefore, teachers should make sure that classroom activities and materials are sufficient to meet a range of styles, and should pay attention to raising student's awareness of their own learning style.

Teacher"s perceptions, teaching style and willingness to engage in learning styles and help students to take

charge of their learning are basic to the success of learning strategies/styles teaching.

It is important that teachers are aware of their own learning style and aware of the kind of teaching situations

they may feel less comfortable with.

Conclusion

Principles to motivate all learning strategies/styles include:

Ensuring that teaching and planning incorporate a range of styles and that there are activities that can

accommodate to visual, auditory, kinaesthetic and tactile learners as well as having areas of the room to accommodate different environmental preferences.

Raising learner's awareness of their own learning preferences/styles.

Learning and teaching strategies: the psychological perspective

Islamic education has an ideal perspective of learning and teaching strategies. Early Islamic scholars have

suggested some learning and teaching strategies that can be described as moral, ethical and metacognitive steps for the learning and teaching processes.

Learning strategies:

Purifying the soul from impure traits and blameworthy characteristics.

Adopting a simple life of meditation and piety.

Seeking all aspects of learning.

Seeking knowledge gradually and striving towards the most important types of knowledge at every stage

of development.

Conclusion

Paying attention to the primary religious objects of knowledge.

Seeking the truth by using their minds to think and learn the truth.

Demonstrating initiative and having no shyness about asking questions.

Maintaining an orderly lifestyle.

The student should take these guidelines and follow his own individual paths to reach the truth.

The student should research every school of thought without depending on a particular philosophy or

scholar, in order to be fully informed

A student's dedication to learning should be reflected by hard work and tenacity.

Teaching strategies

The teacher should willingly do a great deal to help a student needing assistance, and should welcome

student's inquiries.

The teacher should assume many roles in his student's lives.

Teaching using through the persuasive approach.

Teaching needs to be supported by repetition.

Teachers should be discreet about asking students whether they understand the lesson.

Conclusion

The teacher should be skilled in counseling and supervision.

Teachers should also teach without expecting any remuneration for it.

The co-operation between the learner and his teacher and between the learner and his fellow students.

The teacher should be honest with the students about their progress.

The teacher should practice what he teaches.