3.3 Learning and teaching strategies: the logical perspective

It can be argued that both learning and teaching strategies/styles are value-free, i.e. there is not a good or poor strategy/style. The strategies can be judged as good or poor ones depending on:

How they are effectively implemented.

How they work for certain tasks or learning environments.

Within the sphere of learning styles the teacher and the student still need to identify appropriate learning strategies. A strategy is essentially a method of ensuring learner's strengths are being used. This means that some strategies will not work for all learners.
Strategies are very individual and although there is a vast amount of books on study skills it should not be assumed that a strategy, even one that is seen to be successful, will work for all.
Study skills and learning strategies are very individual. But the students will need to be offered a range of possible strategies so that they can select those that are most suited to their learning preferences.
There are some factors which may hinder teaching learning strategies effectively. These factors are related to:

The learner.

The teacher.

The methodology and materials used.

3.3 Learning and teaching strategies: the logical perspective

Learner's characteristics that can influence the effectiveness of strategy instruction include:

Learning style.

Age.

Motivation.

Gender.

Cultural background.

Learning experience.

Aptitude.

Some teachers may have negative attitudes to strategy instruction because it involves changing their roles. Such negative attitude can inhibit delivering strategies appropriately to learners.
Moreover, 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.