Designing Instructional Strategies that promote Online English Language learning
In this sense, instructional strategies are procedures or a set of them (methods, techniques, activities) by which the teacher and students organize actions to build and achieve planned and unforeseen goals in the teaching and learning processes.
It is evident that the 21st century in its first decade has forged changes in the ways of seeing human reality, by notably increasing the flow of information, technological advance, social networks and especially the worldwide demand for a human being who be able to contextualize their actions under a concerted vision of ideas, this same concern falls on teachers and scholars of education; however, it is approached from the understanding of learning and human knowledge, from the perspective that students are active and reflective subjects capable of developing cognitive and effective skills.
This is how the global need arises to incorporate strategic learning in the educational field and in this way promote in the student in initial teacher training a strategic vision of the demands of the context, in this way he will face the problematic situations of his context and learn from them significantly.
Consequently, the student who uses strategic learning to learn and becomes aware of the individual processes that allow him to solve problematic situations in a favorable way will be able to constantly update the competencies achieved during his initial training and learn in a relevant way. This situation raises the apology for the inclusion and promotion of strategic learning in initial teacher training as a fundamental axis of the educational quality required by the 21st century.
Finally, the purpose of this article was to design and analyze didactic situations so that students in initial teacher training acquire, develop and use learning strategies aimed at the development of cognitive and effective skills that promote strategic learning in a timely manner.
A quality teacher training institution is called upon to consider the demands of the context, technological advances, the flow of information and above all the individual characteristics of each subject to design flexible strategies that promote study procedures in a conscious way and cognitive and effective that requires the solution of school tasks; In this way, individual and collective benefits are forged in students as they develop as active agents that construct their learning.
However, very few students in initial teacher training are aware of the cognitive and effective processes that favor them in their studies, which generates learning strategies focused on not very significant memorization; Likewise, most students master a limited number of study techniques and others simply use general resolution procedures such as imitation, repetition, and trial – error.
In summary, in the face of the problematic situation described, it is necessary to reflect on the teaching and learning processes carried out in the Pedagogical Institute of QAED Lahore regarding the promotion of strategic learning and awareness of cognitive processes and effective implicit in the face of student demands that allow the student in initial teacher training to overcome the strategic deficit that it currently presents. Given the problem raised, the following objectives arise:
1. Identify the cognitive and meta cognitive strategies used by the students of the Pedagogical Institute of QAED Lahore.
2. Design instructional strategies that promote strategic learning in the students of the Pedagogical Institute of QAED Lahore
3. Analyze the results of the application of instructional strategies that promote strategic learning in the students of the Pedagogical Institute of QAED Lahore.
Current trends in education, influenced by new information technologies and globalization, pose the need for teachers to teach students to develop their own learning strategies independently and self-regulating.
To achieve this, the teacher must propose instructional strategies that foster in students the ability to reflect on the way they use to learn. That is why the teacher is called to orient and guide classroom work with flexible and appropriate strategies that offer the possibility of developing skills to process academic content.
In accordance with the previous observations, it is established that instructional strategies are one of the fundamental pieces of the teaching and learning processes, since the orientation and operation of the processes depend on them and, on the other hand, they imply a constant interrelation with the other elements of teaching design, such as: the competencies to be achieved, the contents, the characteristics of the context, the instructional means and the evaluation strategy.
It is important to note that the face-to-face interaction between the teacher and the student during the development of instructional strategies is not essentially essential for the student to become aware of school procedures; This type of strategy is preferably based on instructional means that establish a simulated didactic conversation between the student and the environment, accompanied by non-compulsory consultancies. In addition, other instructional means can be supported in an auxiliary way that allows orienting and mediating learning with the student.
In conclusion, instructional strategies promote significant and strategic learning when the moments and events that comprise it are logically related to the characteristics of the audience and the space, and in turn to the methods, techniques and activities based on the objectives to be achieved. achieve, promoting in the student spaces to learn strategically; When the teaching tasks are ordered in a didactic sequence, it is considered that the student will be able to build knowledge based on strategic learning, thus encouraging the student to develop those skills that fundamentally facilitate information processing; that is, learning in a meaningful way.